EDUCATIONAL  BULLETIN  XV 


HANDBOOK  FOR  HIGH  SCHOOL  TEACHERS 


CONTAINING 

COURSES  OF  STUDY 


PRESCRIBED  FOR  THE 

PUBLIC  HIGH  SCHOOLS 


OF 

NORTH  CAROLINA 

IN  ACCORDANCE  WITH  SECTION  3,  CHAPTER  820 
PUBLIC  LAWS  OF  1907 


SUGGESTIONS  TO  HIGH  SCHOOL  TEACHERS 


PREPARED  BY 

N.  W.  WALKER 

Professor  of  Secondary  Education  in  the  University  of  North  Carolina 
and  Inspector  of  Public  High  Schools 


SECOND  EDITION 


Office  of  Superintendent  of  Public  Instruction 
Raleigh,  September,  1910 


STATE  PUBLIC  SCHOOL  OFFICIALS 


STATE  BOARD  OF  EDUCATION : 

W.  W.  Kitchin,  Governor,  Chairman . 

J.  Y.  Joyner,  Superintendent  of  Public  Instruction,  Secretary. 
W.  C.  Newland,  Lieutenant-Governor,  Lenoir,  N.  C. 

J.  Bryan  Grimes,  Secretary  of  State. 

B.  B.  Lacy,  State  Treasurer. 

*B.  F.  Dixon,  State  Auditor. 

T.  W.  Bickett,  Attorney-General. 

DEPARTMENT  OF  PUBLIC  INSTRUCTION: 

J.  Y.  Joyner,  Superintendent  of  Public  Instruction. 

Allen  J.  Barwick,  Chief  Clerk. 

C.  H.  Mebane,  Special  Clerk  for  Loan  Fund,  etc. 

Miss  Hattie  Arrington,  Stenographer. 

J.  A.  Bivins,  Supervisor  of  Teacher  Training. 

N.  W.  Walker,  Inspector  of  Public  High  Schools. 

L.  C.  Brogden,  Inspector  of  Elementary  Schools. 

STATE  BOARD  OF  EXAMINERS. 

J.  Y.  Joyner,  Chairman  ex  officio. 

Allen  J.  Barwick,  Secretary. 

F.  L.  Stevens,  West  Ealeigh. 

N.  W.  Walker,  Chapel  Hill. 

John  Graham,  Warrenton. 

Z.  V.  Judd,  Raleigh. 


*Deceased,  September  27,  1910. 


INTRODUCTORY  LETTER 


In  accordance  with  section  3,  chapter  820,  Public  Laws  of  1907,  I 
have  prescribed  for  the  Public  High  Schools  established  under  that  act 
the  following  courses  of  study,  carefully  prepared  by  Mr.  N.  W.  Walker, 
who,  in  accordance  with  the  authority  vested  in  me,  has  been  appointed 
Inspector  of  Public  High  Schools. 

J.  Y.  Joyner, 

Superintendent  of  Public  Instruction. 

Raleigh,  N.  C., 

September  30,  1910. 


TABLE  OF  CONTENTS 


State  Public  School  Officials. 

Introductory  Letter. 

Preface. 

Suggestions  to  the  Principal. 

Courses  of  Study: 

Classical  Course. 

Latin-Scientific  Course. 

Modern  Language  Course. 

English. 

History. 

Mathematics. 

Latin  and  Greek: 

Latin. 

Greek. 

Modern  Languages: 

Elementary  French  Course. 

Elementary  German  Course. 

Science  : 

Chemistry. 

Physical  Geography. 

Courses  of  Study  Based  Upon  the  Unit  System. 

Music,  Drawing,  Domestic  Science,  and  Manual  Training. 
Helpful  Books  for  the  High  School  Teacher. 

Books  for  the  High  School  Library. 

Rules  and  Regulations. 

Public  High  School  Law. 


PREFACE 


This  pamphlet  containing  the  courses  of  study  for  the  Public  High 
Schools  and  some  suggestions  to  teachers  has  been  prepared  at  the 
request  and  under  the  direction  of  Superintendent  Joyner. 

The  courses  of  study  indicate  the  scope  of  work  to  be  done,  and  the 
suggestions  call  attention  to  the  principal  points  of  attack  and  empha- 
size the  main  lines  of  progress.  It  is  not  expected  that  either  the 
courses  of  study  or  the  suggestions  shall  be  followed  so  slavishly  as  to 
rob  teacher  or  principal  of  all  spontaneity  and  originality.  Both  are 
intended  to  be  helpful  rather  than  burdensome  or  obstructive. 

In  deciding  which  course  or  courses  of  study  he  shall  adopt,  whether 
the  Classical  Course,  the  Latin-Scientific  Course,  the  Modern  Language 
Course,  or  a course  planned  according  to  the  suggestions  on  pages  69-71, 
the  principal  must  take  into  consideration  the  number  of  teachers  at 
his  command  and  their  qualifications,  the  equipment  of  his  school,  the 
needs  and  demands  of  the  community,  and  other  local  conditions.  In 
this  matter,  as  in  all  other  matters  pertaining  to  the  organization  of 
the  high  school,  the  Department  of  Public  Instruction  and  the  High 
School  Inspector  are  always  ready  and  willing  to  offer  further  sugges- 
tions for  the  guidance  of  the  principal  and  to  render  him  any  assistance 
he  may  need. 

The  term  year  as  used  throughout  this  pamphlet  means  nine  school 
months,  or  thirty-six  weeks,  and  the  courses  have  been  planned  to 
cover  that  period  of  time.  The  word  term,  as,  first  term,  second  term, 
means  four  and  one-half  school  months,  or  eighteen  weeks.  The  figures 
set  opposite  the  subjects  in  the  courses  on  pages  21,  22  and  23,  indicate 
the  number  of  forty-minute  recitation  periods  a week  in  those  subjects. 
In  schools  where  the  classes  are  very  small  the  recitation  period  may,  if 
necessary,  be  shortened  to  thirty  minutes.  Whether  the  periods  left 
open  for  the  first  three  years  shall  be  used  or  not  must  be  determined 
by  local  conditions.  Some  teachers  may  desire  to  introduce  here  studies 
which  they  are  especially  well  qualified  to  teach;  others  may  wish  to  use 
them  to  review  certain  back  work  in  which  the  class  is  deficient;  others 
still  may  prefer  to  use  them  for  study  periods,  or  to  leave  them  open 
altogether. 

Some  of  the  better  text-books  in  the  several  subjects  have  been  sug- 
gested from  which  principals  may  make  a choice.  Of  course  there  are 
many  other  excellent  texts,  but  to  include  a complete  list  of  them  here 
was  neither  practicable  nor  desirable. 

In  the  preparation  of  this  pamphlet  the  following  gentlemen  have 
rendered  valuable  assistance:  Professor  W.  D.  Toy,  who  has  prepared 
the  courses  in  the  modern  languages;  Professor  M.  C.  S.  Noble,  who  has 
assisted  in  preparing  the  courses  in  arithmetic  and  North  Carolina  his- 


7 


tory;  Professor  E.  C.  Brooks,  who  has  offered  many  helpful  suggestions; 
Dr.  J.  E.  Mills,  who  has  prepared  the  chapter  on  chemistry;  Professor 
Collier  Cobb,  who  has  prepared  the  chapter  on  physical  geography;  and 
Mr.  Allen  J.  Barwick,  of  the  State  Department  of  Public  Instruction, 
who  has  with  his  characteristic  accuracy  and  care  read  all  of  the  proof 
and  made  many  fruitful  suggestions  both  as  to  content  and  form. 
Many  suggestions  have  been  borrowed  from  the  University  of  North 
Carolina  Bulletin,  containing  suggestions  to  teachers.  Helpful  ideas, 
too,  have  been  freely  taken  from  many  other  sources. 

It  may  be  well  to  caution  principals  against  three  very  common  errors 
which  are  made  in  many  high  schools.  ( 1 ) Do  not  attempt  to  crowd 
into  one  course  of  study  too  many  subjects.  (2)  Do  not  put  upon 
teachers  more  periods  of  work  than  they  can  handle  thoroughly  and 
well.  (3)  Do  not  advance  the  students  from  year  to  year  until  they 
have  been  well  grounded  in  the  studies  pursued,  and  then  do  not  advance 
them  with  such  inflated  grades  of  scholarship  as  99  or  even  95.  Few 
high  school  students  are  able  to  make  such  grades,  and  to  grade  them 
in  this  manner  simply  gives  them  a false  standard  of  scholarship  and 
causes  them  to  place  too  high  an  estimate  upon  their  own  ability.  To 
develop  in  the  student  such  an  attitude  of  mind  regarding  scholarship 
in  general  and  his  own  ability  in  particular  is  indeed  very  hurtful  to 
him. 

In  all  his  work,  whether  it  pertains  to  organization,  administration, 
or  actual  instruction,  the  principal  must  remember  that,  though  much 
is  required  of  him,  the  impossible  is  neither  expected  nor  demanded  of 
him.  Let  him  also  remember  that  it  behooves  him  to  hold  up  before 
the  community  correct  ideals  of  the  High  School  and  the  work  it  ought 
to  accomplish. 


N.  W.  W. 


SUGGESTIONS  TO  THE  PRINCIPAL  BEARING  ON  THE  OR- 
GANIZATION, MANAGEMENT,  AND  IMPROVEMENT 
OF  THE  HIGH  SCHOOL 


ORGANIZATION  NECESSARY. 

Every  institution,  whatever  may  be  its  function,  that  can  lay  any 
claim  to  efficiency,  proceeds  in  its  work  according  to  some  well-thought- 
out  plan.  Otherwise  confusion  and  chaos  reign  where  there  should  be 
system  and  order.  To  start  out  blindly  without  any  plan  for  the  year’s 
work  is  sure  to  entail  much  waste  and  no  little  injustice. 

But  before  the  principal  can  plan  wisely  he  must  know  the  local  school 
conditions  in  the  community  he  is  to  serve.  And  he  should  not  wait 
until  the  opening  day  of  school  to  get  this  knowledge.  He  should  by 
all  means  go  to  the  community  in  which  he  is  to  teach  at  least  one  week 
(two  weeks  ahead  would  be  much  better)  before  the  high  school  is  to 
open.  He  should  look  up  all  records  and  reports  left  by  the  principal 
who  has  preceded  him  and  through  these  acquaint  himself  with  the 
internal  conditions  of  the  school.  He  should  acquaint  himself,  too,  with 
the  external  conditions  through  the  school  committee,  the  county  super- 
intendent, and  citizens.  Proceeding  in  this  manner,  he  is  sure  to  impress 
school  officials  and  patrons  with  the  fact  that  he  is  in  earnest  and  that 
he  has  the  school  interests  at  heart.  Thus  will  he  be  likely  to  secure 
the  support  and  the  co-operation  of  all  concerned.  Finding  his  school 
work  bristling  with  problems,  he  will  need  this  co-operation  in  his  efforts 
to  solve  them. 

After  getting  an  intelligent  grasp  of  the  situation,  he  is  ready  to  work 
out  his  course  of  study  and  to  plan  his  year’s  work.  In  deciding  upon 
his  course  of  study  the  principal  must  on  the  one  hand  take  into  con- 
sideration the  local  conditions  and  demands  and  the  means  placed  at  his 
disposal  for  meeting  them,  and  on  the  other  hand  he  must  have  regard 
for  the  State’s  requirements  of  the  high  schools  to  which  it  renders  aid. 

If  the  principal  himself  is  the  only  high  school  teacher,  he  may  plan 
for  a two-year  course;  if  he  has  an  assistant  teacher  who  is  to  give  one- 
half  of  her  time  to  the  high  school  and  one-half  to  the  elementary  school, 
he  may  plan  for  a three-year  course;  if  he  has  an  assistant  teacher  who 
is  to  give  her  entire  time  to  the  high  school,  he  may  plan  for  a four-year 
course.  Two  years  of  the  high  school  course  is  all  that  one  teacher  can 
handle  with  any  degree  of  satisfaction  at  all,  and  that  much  is  all  that 
the  State  expects  or  permits  (except  by  special  permission).  The  two- 
teacher  high  school  offering  a four-year  course,  with  the  required  num- 
ber of  recitation  periods  of  adequate  length,  has  to  confine  itself  to  just 
one  course  of  study  with  no  opportunity  for  electives.  If  electives  are 
allowed,  there  ought  to  be  as  many  as  three  teachers  in  the  high  school. 
But  whatever  the  number  of  teachers  and  whatever  the  course  offered, 


9 


the  teachers  should  not  be  burdened  with  too  much  work  nor  the  course 
too  crowded.  To  fall  into  the  error  of  doing  either  simply  means  to 
decrease  the  efficiency  of  the  school. 

THE  DAILY  PROGRAM. 

If  the  work  of  the  school  is  to  proceed  in  an  orderly  fashion,  it  is 
necessary  that  a definite  daily  program  of  recitations  be  carefully  ar- 
ranged and  closely  followed.  A good  daily  program  rigidly  adhered  to 
prevents  serious  waste  of  time  and  energy  on  the  part  of  both  teacher 
and  pupil;  it  prevents  useless  confusion  and  worry;  it  helps  to  develop 
the  habit  of  promptness ; it  enables  the  teacher  to  make  the  most  effective 
use  of  the  time  at  his  disposal;  and,  thus  conserving  time  and  energy,  it 
becomes  an  indispensable  aid  toward  securing  a maximum  of  efficiency 
in  the  work  of  the  school. 

And  again,  the  best  index  to  the  school’s  internal  organization  is  its 
daily  program;  for  it  reveals  at  a glance  the  strength  and  the  weakness 
of  any  school.  It  indicates  at  once  the  wealth  or  the  poverty  of  the 
curriculum,  the  subjects  of  study  that  receive  most  emphasis  and  those 
that  are  neglected,  the  number  of  teachers  and  the  subjects  they  teach, 
the  time  allotment  and  the  correlation  of  studies,  the  study  periods  and 
the  recitation  periods  for  each  class,  and  the  sequence  of  studies  in  both 
the  daily  and  the  yearly  schedule.  Second  only  to  the  quality  of  the 
teaching,  these  are  the  considerations  that  determine  the  “total  efficiency 
of  the  school.” 

SUGGESTED  DAILY  PROGRAMS. 

The  daily  programs  which  follow  are  made  out  for  one-  and  two- 
teacher  high  schools  offering  the  Latin-Scientific  course  of  study.  Slight 
modifications  will  adapt  them  as  well  to  either  of  the  other  courses. 
The  recitation  periods  are  thirty-five  minutes  long,  except  the  last  one 
in  the  day,  which  is  forty-five.  It  would  be  better  to  have  the  periods 
forty  or  forty-five  minutes  long,  but  in  order  to  make  them  that  length 
in  some  cases  it  would  be  necessary  to  leave  out  one  or  two  subjects.  A 
two-teacher  school  with  a three-year  course,  or  a three-teacher  school 
with  a four-year  course,  can  easily  provide  for  the  longer  recitation 
period  and  still  get  in  all  the  prescribed  work  in  any  course.  Or  a two- 
teacher  school  with  a four-year  course  may  do  so  by  adopting  the  sug- 
gestion made  in  the  second  paragraph  below  with  regard  to  combining 
small  classes  in  certain  subjects. 

In  planning  these  suggested  programs  the  effort  was  made  ( 1 ) to  have 
for  each  pupil  and  each  class  alternating  periods  of  recitation  and  study ; 
(2)  to  place  the  more  weighty  subjects — those  requiring  most  thought 
and  energy — at  those  periods  of  the  day  when  the  mind  is  most  active 
and  most  retentive;  (3)  to  distribute  the  work  of  each  class  as  evenly 
as  possible  throughout  the  week ; ( 4 ) to  leave,  even  in  a crowded  pro- 
gram, a few  open  periods,  particularly  the  last  period  on  Friday. 

In  small  high  schools  with  only  one  or  two  teachers  it  will  be  prac- 


10 


ticable  in  some  instances  to  combine  two  classes  (say  I and  II,  or  II 
and  III,  or  III  and  IV)  in  such  subjects  as  literature  and  history  and 
thus  save  a good  deal  of  time  which  may  be  used  to  advantage  in  length- 
ening recitation  periods.  Other  possible  combinations  might  be  made  in 
science  and  in  the  third-  and  fourth-year  Latin.  If  such  a plan  is 
adopted,  yearly  alternation  of  subjects  would  have  to  be  provided  for. 
And  of  course,  care  would  have  to  be  taken  to  combine  classes  in  those 
subjects  whose  position  in  the  course  is  largely  a matter  of  arbitrary 
choice. 


DAILY  PROGRAM  FOR  A ONE-TEACHER  SCHOOL  OFFERING  A TWO-YEAR  COURSE. 


11 


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12 


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DAILY  PKOGRAM  FOR  A TWO-TEACHER  SCHOOL  OFFERING  A FOUR- YEAR 


14 


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16 


ADMISSION  AND  CLASSIFICATION  OF  PUPILS. 

No  iron-bound  rules  to  be  followed  without  variation  can  be  laid  down 
for  the  guidance  of  the  principal  regarding  the  admission  and  classifi- 
cation of  pupils.  Some  general  principles,  however,  may  be  established 
and  a few  suggestions  made  which  may  be  helpful. 

The  public  high  school  in  North  Carolina  is  based  upon  a seven-grade 
elementary  school  course*  which  the  pupil  is  supposed  to  have  com- 
pleted before  applying  for  admission  to  the  high  school.  The  average 
pupil,  then,  with  fair  opportunities,  ought  to  be  ready  to  enter  the  high 
school  at  about  thirteen  years  of  age.  A pupil  under  this  age  (cer- 
tainly no  one  under  twelve  should  be  admitted)  should  not  be  admitted, 
unless  he  has  satisfactorily  completed  the  elementary  school  course. 
But  there  will  be  many  applying  for  entrance  who  have  not  had  even 
fair  elementary  school  advantages,  some  of  whom  are  too  old  to  go  back 
to  the  lower  school  with  profit,  and  others  who  have,  after  a fashion, 
finished  the  elementary  course  but  are  irregularly  and  poorly  prepared — 
well  up,  perhaps,  in  a few  subjects  but  miserably  behind  in  others.  It 
is  in  connection  with  the  admission  and  classification  of  such  pupils 
that  some  of  a principal’s  puzzling  problems  come. 

The  pupils  entering  the  high  school  may  be  divided  with  respect  to 
preparation  into  four  general  classes : ( 1 ) those  who  have  come  up 

through  the  elementary  school  operated  in  connection  with  the  high 
school;  (2)  those  who  have  come  up  through  the  elementary  schools,  of 
varying  degrees  of  efficiency,  in  other  parts  of  the  county;  (3)  those 
who  are  over-age  yet  have  not  completed  the  elementary  school  course; 
(4)  public  school  teachers.  It  is  best  to  discuss  each  class  separately. 

( 1 ) If  the  principal  has  his  elementary  school  properly  articulated 
with  his  high  school  and  the  two  schools  well  organized,  pupils  from 
the  elementary  school  will  be  regularly  admitted  to  the  high  school  upon 
the  completion  of  the  elementary  school  course  as  outlined  by  the  State 
Department.  The  admission  and  classification  of  this  class  of  pupils 
ought  to  present  no  serious  difficulty. 

(2)  Pupils  coming  from  other  elementary  schools  may  be  admitted 
by  examination,  by  certificate  from  a former  teacher,  or  otherwise,  as 
the  County  Board  of  Education  and  the  County  Superintendent  may 
direct.  Some  of  these  pupils  will  doubtless  have  to  review  certain 
grammar  school  subjects.  If  so,  this  review  work  must  be  done  in  the 
lower  school,  except  in  cases  of  one  or  two  subjects  like  grammar  and 
arithmetic,  which  may  be  reviewed  in  the  high  school  as  a regular  part 
of  the  high  school  course. 

(3)  In  all  our  country  high  schools  there  will  be  many  pupils  of  a 
third  class,  pupils,  say,  from  fifteen  to  twenty  years  old,  who  have  not 
completed  even  an  elementary  school  course.  Judged  merely  upon 
scholarship,  this  class  of  pupils  are  not  prepared  for  anything.  Yet  it  is 

*This  course  is  issued  in  pamphlet  form  from  the  State  Department,  and  may  be  had 
from  the  County  Superintendent.  The  principal  should  have  a copy  of  this  course  always 
at  hand. 


17 


from  this  class  that  many  of  the  most  earnest,  most  ambitious,  and 
most  satisfactory  pupils  come.  They  should  be  admitted  and  encour- 
aged, for  it  is  perhaps  their  last  chance  to  get  schooling  of  any  sort. 
They  are  too  old  to  be  classed  with  elementary  pupils,  and  in  many 
cases  it  would  be  disastrous  to  send  them  back  to  the  lower  school.  The 
high  school  must  take  them  and  do  the  best  it  can  for  them. 

(4)  There  will  be  no  difficulty  about  admitting  pupils  of  the  fourth 
class.  Those  holding  public  school  teachers’  certificates  must  be  ad- 
mitted and  classified  as  high  school  students  whatever  may  be  their 
studies.  Classes  three  and  four  should  be  classified  as  suggested  below. 

Pupils  in  the  high  school  should  be  classified  as  First-Year,  Second- 
Year,  Third-Year,  and  Fourth-Year  pupils.  It  is  possible  that  certain 
pupils  in  the  grammar  school  grade  just  below  the  high  school  may  be 
able  to  take  up  one  or  two  subjects  in  the  high  school,  and  there  is  no 
harm  in  allowing  this  to  be  done  in  some  cases.  But  such  pupils  must 
not  be  counted  as  high  school  pupils  unless  they  are  actually  taking  a 
majority  (at  least  twelve  periods  a week)  of  the  work  prescribed  for 
the  first  year  of  the  high  school.  Irregular  pupils  to  be  classed  as 
Second-Year  pupils  must  have  completed  a majority  (at  least  twelve 
periods  a week)  of  the  work  prescribed  for  the  first  year  of  the  high 
school  course  and  must  be  pursuing  a majority  (at  least  twelve  periods 
a week)  of  the  work  prescribed  for  the  second  year  of  the  high  school. 
And  so  on  for  the  third  and  fourth  years. 

TEXT-BOOKS  SUGGESTED. 

Some  of  the  better  text-books  which  adequately  cover  the  courses  out- 
lined in  the  several  high  school  subjects  have  been  suggested  for  the 
guidance  of  the  principal.  From  the  lists  recommended  he  is  supposed 
to  make  a choice.  Of  course  there  are  many  other  acceptable  texts;  but 
to  include  a complete  list  of  them  seems  neither  practicable  nor  desira- 
ble. The  lists  suggested  include  most  of  the  best  ones  for  our  needs  and 
conditions.  It  may  be  well  at  this  point  to  caution  principals  against 
an  error  that  has  been  all  too  common,  especially  among  inexperienced 
principals  just  out  of  college;  namely,  the  practice  of  introducing  into 
the  high  school  texts  they  themselves  have  used  in  college.  There  has 
been  entirely  too  much  of  this  sort  of  “advancement,”  particularly  in 
the  classes  in  English.  If  the  principal  is  not  familiar  with  a few 
good  high  school  texts  in  the  several  subjects  of  the  course,  he  would 
do  well  to  acquaint  himself  along  this  line  before  introducing  into 
the  high  school  texts  of  college  grade. 

RECORDS  AND  REPORTS.* 

Complete  records  of  every  school  should  be  carefully  kept  and  pre- 
served, and  it  is  the  principal’s  duty  to  see  that  they  are  kept  in  full 

*Separate  records  of  the  public  high  school  and  of  the  elementary  school  operated  in 
connection  with  the  high  school  must  be  kept,  and  separate  reports  rendered.  The  name  of 
the  pupils  admitted  to  the  high  school  and  the  names  of  those  in  the  elementary  school 
should  be  kept  in  separate  registers.  The  State  Department  will  probably  issue  a special 
high  school  register  in  course  of  a few  months. 


18 


and  turned  over  to  the  proper  officials  at  the  close  of  the  school  year. 
Blank  books  for  keeping  all  required  records  are  furnished  by  the  State, 
and  may  be  had  from  the  County  Superintendent.  The  keeping  of 
accurate  and  full  records  is  a matter  to  which  some  principals  attach 
too  little  importance.  But  this  is  a matter  of  vital  importance  to  the 
local  community,  the  county,  and  the  State,  and  the  principal  who  dis- 
regards this  part  of  his  duty  is  both  careless  and  negligent,  and  further- 
more, he  is  not  co-operating  as  he  should  with  the  school  officials.  He 
may  not  see  any  immediate  or  even  remote  need  for  some  of  the  informa- 
tion required  to  be  recorded  and  reported;  but  there  is  a need  for  it, 
or  there  will  be,  else  it  would  not  be  called  for. 

There  are  three  classes  of  principal’s  reports*  called  for  by  the  State 
Superintendent  of  Public  Instruction:  (1)  The  Principal’s  Preliminary 
Report,  called  for  early  in  the  fall;  (2)  The  Principal’s  Final  Report, 
called  for  at  the  close  of  the  school;  (3)  Special  Reports,  which  may 
be  called  for  at  any  time  during  the  session  when  there  is  need  for  defi- 
nite, reliable,  and  up-to-date  information  bearing  upon  some  specific 
problem  of  high  school  administration.  Blanks  for  all  reports  are 
furnished  by  the  State  Department  of  Public  Instruction,  and  may  be 
had  direct  from  the  Department  or  from  the  County  Superintendent. 

All  reports  called  for  should  be  made  promptly  and  in  full.  Other- 
wise there  is  useless  and  unnecessary  delay  and  annoyance.  All  regular 
reports  required  by  the  State  Department  should  be  made  in  triplicate — 
one  copy  for  the  State  Superintendent,  one  for  the  County  Superinten- 
dent, and  one  to  be  filed  with  the  other  records  of  the  school.  The 
Principal’s  Final  Report  must  be  made  immediately  after  the  high 
school  closes.  The  County  Superintendent  is  instructed  not  to  sign  the 
principal’s  voucher  for  his  last  month’s  salary  until  this  report  has  been 
properly  made  out  and  filed. 

THE  HIGH  SCHOOL  LIBRARY. f 

A good  library  of  select  books  should  be  established  in  connection 
with  every  high  school.  This  is  certainly  a necessary  part  of  the  school’s 
equipment,  and  it  is  indispensable  if  satisfactory  work  is  to  be  accom- 
plished. The  ordinary  rural  school  library,  which  most  of  the  public 
high  schools  have,  is  valuable  but  it  is  not  sufficient.  It  contains  many 
volumes  of  standard  literature  which  the  high  school  needs  and  can  use 
to  decided  advantage,  but  it  is  not  intended  to  be  a working  library  for 
the  high  school.  It  is  not  selected  with  this  end  in  view.  It  must  be 
very  largely  supplemented. 

*In  addition  to  these  the  County  Superintendent  may  require  the  public  high  school 
principal  to  make  a monthly  report  of  the  high  school  to  him,  along  with  the  regular 
monthly  report  of  the  elementary  school. 

fPrincipals  desiring  expert  information  on  the  selection  of  books  and  how  to  purchase 
them  to  best  advantage,  the  organization  and  management  of  the  library,  and  other  matters 
relating  to  library  economy  will  find  The  North  Carolina  Library  Commission  ever  ready 
and  willing  to  render  any  assistance  they  may  desire.  A letter  addressed  to  the  Chairman, 
Dr.  L.  R.  Wilson,  Chapel  Hill,  N.  C.,  or  to  the  Secretary,  Miss  Minnie  W.  Leatherman, 
Raleigh,  N.  C.,  will  receive  prompt  attention.  The  North  Carolina  Library  Bulletin,  pub- 
lished quarterly  by  the  Commission,  will  be  sent  free  of  cost  to  any  library  applying  for  it. 


19 


In  addition  to  as  many  good  books  of  general  literature  as  the  high 
school  can  secure,  it  should  by  all  means  have  an  unabridged  dictionary, 
an  encyclopedia,  and  other  works  of  reference  in  history,  biography,  and 
science,  books  treating  especially  the  subjects  offered  in  the  course  of 
study,  and  a few  standard  professional  books  for  teachers.  It  is  not 
advisable  for  small  libraries  to  buy  complete  sets  of  standard  authors; 
a wiser  and  Uiore  economical  plan  is  to  get  at  first  only  their  choice 
volumes.  By  following  this  plan  small  means  may  be  made  to  go  a long 
way  toward  building  up  a good,  though  small,  select  working  library. 

If  possible,  a room  should  be  set  apart  for  the  library  and  reading 
room.  But  whether  this  is  done  or  not,  the  principal  should  take 
enough  pride  and  interest  in  the  library  to  see  that  proper  cases  with 
lock  and  key  are  provided,  that  the  books  are  kept  in  good  order  and 
not  allowed  to  be  abused  or  destroyed.  Books,  pamphlets,  magazines, 
and  papers  addressed  to  the  high  school  should  be  placed  in  the  high 
school  library  and  kept  there.  The  State  Department  of  Public  Instruc- 
tion, the  Historical  Commission,  the  Geological  and  Economic  Survey, 
all  send  out  many  valuable  publications  which  may  be  had  for  the 
asking. 

If  the  principal  will  only  make  a little  effort  to  get  a library,  if  his 
school  has  none,  or  to  supplement  that  which  it  may  have,  he  will 
usually  find  the  people  of  the  community  ready  to  respond  to  his  appeal 
for  assistance. 

THE  ELEMENTARY  SCHOOL  AND  THE  PRINCIPAL’S  RELATION  TO  IT. 

The  public  high  school  has  a vital  organic  relation  to  the  public 
elementary  school  below  it,  and  this  relationship  must  never  be  lost 
sight  of.  Particularly  is  this  true  of  the  elementary  school  which  is 
operated  in  connection  with  the  public  high  school.  If  either  the 
public  high  school  or  the  public  elementary  school  is  to  be  made  really 
efficient,  the  other  must  be  made  reasonably  so.  It  is  perfectly  plain 
that  the  two  must  develop  together.  Yet,  notwithstanding  this  fact, 
the  public  high  school  and  the  public  elementary  school,  which  may  be 
conducted  in  the  same  building  with  the  high  school,  are  legally  consti- 
tuted two  separate  and  distinct  schools.  The  one  belongs  to  the  county, 
and  is  open,  free  of  tuition,  to  all  pupils  of  high  school  age  residing  in 
the  county;  the  other  is  purely  local,  drawing  its  patronage  only  from 
the  contiguous  territory.  The  one  is  responsible  to  the  county  and  the 
State;  the  other,  to  the  local  community  and  the  county.  It  ought, 
then,  to  be  perfectly  plain  that  no  part  of  the  public  high  school  money 
from  any  source  can  be  used  directly  or  indirectly  for  the  elementary 
school.  The  public  high  school  fund  is  apportioned  for  a specific  pur- 
pose, and  if  it  is  not  used  for  that  purpose,  and  that  purpose  only,  it 
may  be  withdrawn.  This,  of  course,  is  a matter  that  directly  concerns 
the  school  committee,  but  it  is  well  for  the  principal  to  take  cognizance 
of  it,  since  he  is  so  often  called  upon  by  the  committee  to  give  advice 
and  to  offer  suggestions. 


20 


Although  the  public  high  school  principal  must  not  teach  in  the  ele- 
mentary school,  the  State  Superintendent  rules  that  he  should  be  the 
head  of  the  two  schools  in  order  that  he  may  render  whatever  aid  he 
can  to  the  elementary  school  in  the  way  of  supervising  it,  disciplining  it, 
and  directing  it,  to  the  end  that  it  may  become  more  efficient.  This  is  a 
point  that  some  young  principals  just  beginning  the  public  high  school 
work,  and  some  school  committeemen,  as  well,  fail  to  understand.  And 
so  occasionally  an  effort  is  made  to  have  the  principal  do  a part  of  the 
elementary  school  work;  especially  is  this  true  in  small  high  schools 
that  have  in  connection  with  them  elementary  schools  whose  grades  are 
crowded.  Unless  there  are  high  school  pupils  enough  in  school  to  occupy 
the  time  of  one  teacher,  then  that  high  school  has  been  wrongly  located 
and  should  be  moved  to  some  point  in  the  county  where  a sufficient 
number  of  high  school  pupils  can  be  assembled.  Any  attempt  on  the 
part  of  a high  school  committee  to  use  a part  of  the  principal’s  time,  or 
a part  of  the  time  of  any  other  teacher  who  is  employed  to  do  high 
school  work  and  paid  out  of  the  high  school  fund,  is  to  divert  a propor- 
tionate part  of  the  high  school  money  from  its  legitimate  use  and  to 
put  it  to  an  illegal  use;  and  any  such  attempt  renders  the  school  liable 
to  having  the  high  school  apportionments  from  both  State  and  county 
withdrawn  without  notice. 

CERTIFICATES  OF  PROMOTION  AND  CERTIFICATES  OF  GRADUATION. 

The  problem  of  promotion  involves  the  same  principles  as  that  of 
classification  which  has  been  discussed  above.  Pupils  who  complete  in  a 
satisfactory  manner  the  full  course  prescribed  for  any  year  below  the 
fourth  in  the  high  school  may  be  given  a certificate  of  promotion  to  the 
next  year  above.  Irregular  pupils  may  be  given  a certificate  showing 
the  amount  of  work  actually  accomplished.  The  school  records  should 
show  the  number  and  character  of  certificates  issued  and  to  whom  they 
are  issued.  Pupils  who  have  completed  in  a satisfactory  manner  all  of 
the  prescribed  four-year  course  may  be  awarded  a certificate  of  gradu- 
ation. Certificates  of  graduation  should  not  in  any  case  be  awarded  by 
schools  offering  only  two  years  or  three  years  of  the  high  school  course. 
The  full  course  covers  four  years  of  work,  and  it  should  be  the  ambition 
of  every  high  school  to  work  up  to  the  point  where  it  can  give  the  full 
four  years  of  the  course,  and  give  it  without  pretense  or  sham.  If  the 
pernicious  practice  of  awarding  certificates  of  graduation  at  the  end  of 
a two-year  or  a three-year  course  is  once  established  by  a school,  the 
community  will  become  satisfied  with  that  standard  and  will  make  little, 
if  any,  effort  to  attain  a higher  standard.  The  school  must  set  its  own 
standards  in  this  respect,  and  the  community  will  ultimately  come  to 
appreciate  them.  As  soon  as  the  number  of  high  schools  completing 
creditably  the  full  four-year  course  is  sufficient  to  justify  such  a course, 
the  State  Department  of  Public  Instruction  will  probably  prepare  a 
uniform  certificate  of  graduation  to  be  awarded  by  such  schools. 


CLASSICAL  COURSE 


First  Year.  Recitations  per  week. 

1.  Arithmetic  and  Algebra 5 

2.  English  History  3 

3.  English  Composition  and  Literature 6 

4.  Latin  5 

5.  Introduction  to  Science 3 

6.  (Open)  3 

Second  Year. 

1.  Algebra  5 

2.  Ancient  History  to  800  A.  D 3 

3.  English  Composition  and  Literature 6 

4.  Latin  5 

5.  Physical  Geography  3 

6.  (Open)  3 

Third  Year. 

1.  Algebra  and  Plane  Geometry 5 

2.  Mediaeval  and  Modern  History 3 

3.  English  Composition  and  Literature 5 

4.  Latin  5 

5.  Greek  5 

6.  (Open)  3 

Fourth  Year. 

1.  Geometry  and  Advanced  Arithmetic 5 

2.  American  History  and  Civics  (4)  and  N.  C.  History  (1)  . . . . 5 

3.  English  Composition,  Rhetoric,  and  Literature 5 

4.  Latin  5 

5.  Greek  5 


LATIN-SCIENTIFIC  COURSE 

First  Year.  Recitations  per  week. 

1.  Arithmetic  and  Algebra 5 

2.  English  History  3 

3.  English  Grammar,  Composition,  and  Literature 6 

4.  Latin  5 

5.  Introduction  to  Science , 3 

6.  ( Open ) 3 

Second  Year. 

1.  Algebra  5 

2.  Ancient  History  to  800  A.  D 3 

3.  English  Composition  and  Literature 6 

4.  Latin  5 

5.  Physical  Geography  3 

6.  (Open)*  3 

Third  Year. 

1.  Algebra  and  Plane  Geometry 5 

2.  Mediaeval  and  Modern  History,  or  a science  continued 3 

3.  English  Composition  and  Literature 5 

4.  Latin  5 

5.  French  or  German 5 

6.  (Open)  3 

Fourth  Year. 

1.  Geometry  and  Advanced  Arithmetic 5 

2.  American  History  and  Civics  (4)  and  N.  C.  History  (1)  . . . . 5 

3.  English  Composition,  Rhetoric,  and  Literature 5 

4.  Latin  4 

5.  French  or  German  (continued) 4 

6.  Physics,  Chemistry,  or  Agriculture 3 


*Some  other  science  may  be  introduced  here,  e.  g.,  Elementary  Botany,  Zoology,  or 
Agriculture. 


MODERN  LANGUAGE  COURSE 

First  Year.  Recitations  per  week. 

1.  Arithmetic  and  Algebra 5 

2.  English  History  3 

3.  English  Grammar,  Composition,  and  Literature 6 

4.  French  or  German 5 

5.  Introduction  to  Science 3 

6.  ( Open ) 3 

Second  Year. 

1.  Algebra  5 

2.  Ancient  History  to  800  A.  D 3 

3.  English  Composition  and  Literature 6 

4.  French  or  German  (continued) 5 

5.  Physical  Geography  3 

6.  (Open)  3 

Third  Year. 

1.  Algebra  and  Plane  Geometry 5 

2.  Mediaeval  and  Modern  History 3 

3.  English  Composition  and  Literature 5 

4.  French  or  German  (continued  third  year) 5 

5.  German  or  French  (beginning) 5 

6.  (Open)  3 

Fourth  Year. 

1.  Geometry  and  Advanced  Arithmetic 5 

2.  American  History  and  Civics  (4)  and  N.  C.  History  (1)  . . . . 5 

3.  English  Composition,  Rhetoric,  and  Literature 5 

4.  French  or  German  (continued  fourth  year) 5 

5.  French  or  German  (continued  second  year) 5 


ENGLISH 


It  is  generally  conceded  to-day  that  an  intelligent  study  of  the  Eng- 
lish language  and  literature  in  the  high  school  is,  in  its  pedagogic  im- 
portance, second  to  no  study  in  the  high  school  curriculum.  It  has  at 
once  disciplinary  and  cultural  values  which  make  it  a most  effective 
instrument  in  the  mental  and  moral  development  of  youth.  It  offers 
most  of  the  opportunities  for  mental  training  afforded  by  the  study  of 
any  other  language,  and  at  the  same  time  “introduces  the  pupil  to  the 
literature  of  his  own  tongue,  which  must  always  be  the  chief  source  of 
his  own  thought,  inspiration,  ideals,  aesthetic  enjoyment,  and  must  also 
be  the  vehicle  of  his  communication  with  his  fellow  men.”  Hence,  Eng- 
lish is,  or  should  be,  broader  in  its  appeal  than  any  other  subject  of 
high  school  study.  And  yet,  notwithstanding  the  pedagogical  possibili- 
ties in  English  study,  it  is  so  handled  in  many  of  our  schools  as  to  pro- 
duce results  that  are,  to  say  the  least,  far  from  satisfactory. 

There  may  be  several  reasons  for  the  nebulous  condition  of  English 
teaching  in  our  secondary  schools.  The  subject  is  broad,  it  is  true,  and 
methods  widely  differing  are  in  use,  but  the  chief  reason  for  unsatisfac- 
tory results  (excepting,  of  course,  inadequate  preparation  of  the  teacher) 
lies  not  so  much  in  the  complexity  of  ways  and  methods  as  in  the  lack, 
on  the  part  of  the  teacher,  of  a definite  purpose  and  a clear  aim.  Too 
often  the  teacher  has  in  mind  only  the  day’s  recitation  without  seeing 
its  relation  to  the  whole  subject  under  consideration,  or  understanding 
how  the  lesson  is  going  to  aid,  or  can  be  made  to  aid,  in  the  accomplish- 
ment of  some  larger  purpose. 

The  teacher  must  ever  bear  in  mind  the  two  main  objects  of  the  high 
school  course  in  English:  (1)  To  cultivate  in  the  pupil  an  apprecia- 
tion of  good  literature,  and  (2)  to  develop  in  him  the  power  to  give  his 
own  thought  clear  and  correct  expression.  If  the  first  object  is  at- 
tained, the  student,  before  leaving  the  high  school,  will  have  developed 
a desire  for  good  reading,  will  have  gained  some  little  acquaintance  with 
a few  of  the  easier  masterpieces,  and  will  have  acquired  the  means  of 
extending  that  acquaintance.  In  short,  his  mind  will  have  become 
receptive  to  the  beauties  and  truths  of  a great  literature.  If  the  second 
purpose  is  accomplished,  we  shall  hear  less  complaint  from  college  in- 
structor and  business  man,  both  of  whom  are  continually  lamenting  the 
fact  that  the  high  school  student  entering  class  room  and  office  lacks  the 
ability  to  express  his  ideas  in  even  tolerable  English. 

The  course  of  study  as  outlined  below  includes  grammar,  composition, 
rhetoric,  and  literature. 

Grammar.  The  course  in  grammar  extends  through  the  first  year 
of  the  high  school  course.  If,  however,  at  the  end  of  that  time  the 
principal  finds  that  for  any  reason  the  pupils  are  not  well  grounded 


25 


in  the  principles  of  the  subject,  he  should  have  them  to  continue  the 
study  in  connection  with  their  work  in  composition  and  literature. 
Before  leaving  the  high  school  the  student  should  be  able  to  explain 
the  common  grammatical  relations  of  the  sentence  as  found  in  the  prose 
and  verse  of  standard  literature.  This  much  is  expected  of  him  and 
demanded  of  him,  but  it  is  not  expected  that  time  shall  be  wasted  on 
difficult  idioms  and  grammatical  puzzles. 

Composition  and  Rhetoric.  Free  expression  must  precede  correct 
expression.  Therefore,  the  teacher’s  first  problem  in  composition  work 
is  to  secure  spontaneity  in  both  oral  and  written  discourse.  The  first 
year’s  work  may  well  be  directed  mainly  to  this  end.  Frequent  themes 
should  be  required,  though  not  necessarily  long  ones,  and  they  should  be 
based  very  largely  on  the  pupil’s  daily  experience. 

The  paragraph  is  the  unit  of  composition,  and  one  of  the  best  ways 
of  learning  to  write,  indeed  the  only  way,  is  by  the  paragraph  method. 
The  student  who  has  learned  to  write  a good  paragraph  has  won  the 
battle  in  mastering  English  composition.  There  is  no  better  method  of 
self-discipline  than  the  practice  of  reading  a paragraph  of  good  prose 
and  then,  with  closed  book,  attempting  to  reproduce  it.  Teacher  and 
student  alike  should  remember  that,  after  spontaneity  has  been  secured, 
the  main  consideration  is  accuracy  in  details. 

In  marking  and  grading  papers  the  teacher  should  only  call  attention 
to  the  errors  by  appropriate  marks  and  leave  them  for  the  pupil’s  own 
investigation  and  correction.  He  should  have  a few  simple  marks  to 
indicate  the  more  common  errors.  These  marks  should  be  written  in 
red  ink  on  the  margin  opposite  the  line  in  which  the  error  occurs. 
Errors  found  to  be  prevalent  or  typical  should  be  made  the  subject  of 
special  study  by  the  whole  class  in  appropriate  recitation. 

A knowledge  of  rhetoric  is  of  value  only  as  it  is  related  to  the  study 
of  literature  and  composition.  Hence,  slavish  adherence  to  a formal 
text-book  on  this  subject  must  not  be  tolerated.  Rhetoric  and  composi- 
tion must  jjot  be  dissociated.  Familiarity  with  the  principles  of  rhetoric 
should  be  developed  gradually  from  the  material  found  in  literature 
and  put  into  use  in  composition  work  by  the  pupil. 

Literature.  The  course  in  literature  here  outlined  represents  all  the 
more  common  forms  or  types  of  literary  art,  such  as  the  drama,  the 
lyric,  the  elegy,  the  epic,  the  masque,  the  oration,  the  (haracter  sketch, 
the  nineteenth  century  novel,  the  letter,  the  ballad,  and  the  essay. 
Thus,  ample  room  is  allowed  for  the  specialized  study  of  these  various 
literary  types  during  the  last  two  years  of  the  high  school  course. 

Teachers  are  urged  to  have  their  pupils  memorize  both  prose  and 
verse — not  necessarily  long  selections,  but  many  of  the  finer  passages — 
and  in  every  case  to  have  them  reproduce  in  writing  the  memorized 
selections  with  scrupulous  attention  to  details.  If  the  practice  is  kept 
up  of  reproducing  in  written  English  what  has  been  read  or  mem- 
orized, the  student  will  become  almost  independfnt  of  grammars  and 


26 


rhetorics.  He  will  have  learned  English  where  the  masters  learned  it; 
that  is,  at  first  hand.  He  will  have,  moreover,  at  his  command  many 
classic  gems  of  thought  which  will  be  to  him  a source  of  pleasure  and 
inspiration  as  long  as  he  lives. 

In  teaching  literature  it  should  be  remembered  always  that  the  con- 
tent is  of  more  importance  than  the  technical  analysis.  A firm  grasp 
of  the  thought  and  meaning  of  the  selection  is  the  vital  point  at  issue, 
and  must  precede  real  literary  appreciation.  Therefore,  frequent  tests 
should  be  made  of  the  pupil’s  mastery  of  thought.  Still,  sight  must  not  be 
lost  of  the  fact  that  literature  is  one  of  the  fine  arts,  and  quite  often  the 
form  in  which  it  is  cast  is  of  equal  importance  with  the  thought  itself. 

Encourage  free  discussion  of  the  selections  read  and  studied.  The 
more  the  students  talk  about  what  they  read  the  greater  will  be  their 
desire  to  read.  There  is  a growing  consciousness  on  the  part  of  the 
adolescent  that  leads  him  to  shrink  from  drawing  attention  to  himself, 
particularly  in  the  class  room.  Much  skill  will  be  required  of  the 
teacher  to  counteract  this  tendency.  The  pupil  must  lose  himself  in 
the  spirit  of  the  selection  even  as  the  young  child  does  in  the  fairy  tale 
if  the  best  results  are  to  be  obtained. 

ADDITIONAL  SUGGESTIONS. 

1.  Throughout  the  course  instruction  should  be  given  in  spelling. 
After  the  first  year  the  teacher  may  or  may  not  (as  the  principal  deems 
best)  use  a text-book  in  this  subject.  The  range  of  instruction  should 
include  the  proper  names  in  the  literature  read,  the  misspelled  words  in 
compositions,  and  in  general  all  the  words  in  the  pupil’s  vocabulary. 
Suitable  spelling  books  for  high  school  use  are  The  High  School  Word 
Book,  by  Sandwick  and  Bacon  (Allyn  & Bacon),  and  Common  Words 
Commonly  Misspelled,  by  B.  R.  Payne  (B.  F.  Johnson  Pub.  Co.). 

2.  Oral  composition  should  find  a prominent  place  in  the  English  work 
of  the  high  school.  Once  a week,  or  at  least  once  every  two  weeks,  the 
teacher  should  assign  subjects  or  themes  to  the  class  to  be  presented 
orally.  In  presenting  this  work  the  class  should  observe  the  same 
principles  they  are  required  to  observe  in  the  written  presentation.  The 
theme  should  be  presented  in  a conversational  way,  the  student  observ- 
ing the  natural  order,  the  logical  sequence,  and  choice  of  material. 
Such  exercises  develop  the  power  of  expression  along  with  logical  and 
continuous  thinking.  In  presenting  the  composition  orally,  with  no  aid 
except  a written  outline,  the  student  can  present  much  more  material  by 
bringing  in  a large  number  of  related  details.  In  many  ways  such 
composition  work  is  more  valuable  than  the  written  because  it  gives  the 
student  power  to  use  the  same  training  in  his  other  work. 

3.  The  students  should  be  taught  how  to  use  dictionaries,  encyclo- 
pedias, and  general  works  of  reference.  It  is  true  that  many  of  our 
schools  are  not  at  present  equipped  with  such  works  of  reference,  but 
an  effort  should  be  made  to  supply  them  as  soon  as  possible,  and  where- 
ever  they  are  found  they  should  be  used. 


27 


4.  There  should  certainly  be  close  correlation  between  English  and 
the  other  subjects  in  the  high  school  curriculum.  Particularly  is  this 
true  in  literature,  history,  and  geography. 

5.  Start  a high  school  library  as  early  as  possible,  and  encourage 
the  students  in  a systematic  use  of  it.  Talk  to  the  classes  occasionally 
about  books  they  would  likely  enjoy,  and  they  will  be  induced  to  read 
more  for  themselves. 

6.  By  all  means  establish  a debating  or  literary  society  in  connection 
with  the  school.  It  will  prove  to  be  an  educational  stimulus  not  only 
for  the  school  but  for  the  whole  community. 

First  Year. 

Grammar,  Composition,  and  Literature  (6  periods). 

Grammar.  A review  of  grammar.  Especial  attention  to  the  analy- 
sis of  sentences  and  the  application  of  the  principles  of  grammar  in 
composition.  Punctuation,  capitalization,  and  spelling.  (3  periods). 

Texts  Suggested. 

Stebbins’s  Sentence  Improvement — A Practice  Book  in  Applied  Gram- 
mar (Sibley  & Co.). 

Smith’s  Our  Language — Grammar  (B.  F.  Johnson). 

Gowdy’s  English  Grammar  (Allyn  & Bacon). 

Composition — The  work  in  composition  during  this  year  should  be 
directed  mainly  to  securing  spontaneity.  No  formal  text  should  be  used. 
Abundant  material  for  theme  work,  to  supplement  that  in  the  grammar, 
may  be  found  in  the  daily  experience  of  the  pupils.  An  effort  should 
be  made  to  secure  facility  and  some  degree  of  accuracy  in  both  oral  and 
written  expression.  Attention  should  be  given  to  distinctness  of  utter- 
ance, to  pronunciation,  inflection,  and  phrasing,  and  the  pupil  should  be 
helped  to  overcome  common  errors  of  speech.  But  never  let  too  constant 
attention  to  these  details  fetter  spontaneity  ( 1 or  2 periods ) . 

Literature — The  primary  purpose  of  teaching  literature  in  the  first 
year  of  the  high  school  is  to  arouse  in  the  pupil  a desire  for  good  read- 
ing. He  must  be  taught  what  to  read  and  how  to  read.  And,  too,  his 
power  to  form  vivid  mental  pictures  should  be  developed.  The  work 
should  not  become  mechanical  or  distasteful,  for,  in  either  case,  the 
chief  end  of  the  course  would  be  defeated.  Books  of  a wholesome  inter- 
est should  be  selected.  The  pupil  must  not  look  upon  the  work  in  litera- 
ture as  a task.  It  can  be  made  and  should  be  made  a genuine  pleasure 
to  him.  The  following  American  classics  are  suggested.  The  teacher 
may  add  others  if  time  permits. 


28 


For  Reading  and  Study: 

Longfellow’s  Tales  of  a Wayside  Inn  and  The  Courtship  of  Miles 
Standish. 

Irving’s  Sketch  Book  ( at  least  five  selections ) . 

Whittier’s  Snowbound. 

Macaulay’s  Lays  of  Ancient  Rome. 

Second  Year. 

Composition  and  Literature  ( 6 periods ) . 

Composition — Short  themes  throughout  the  year.  Develop  the  power 
to  express  ideas  with  simplicity,  accuracy,  and  fullness.  Pay  especial 
attention  to  the  paragraph  as  the  unit  of  composition,  and  study  its 
structure  with  respect  to  unity,  coherence,  and  emphasis  (3  periods). 

Texts  Suggested. 

Keeler  and  Adams’s  High  School  English  (Allyn  & Bacon). 

Sykes’s  Elementary  English  Composition  (Scribner). 

Lewis’s  First  Manual  of  Composition  (Macmillan). 

Maxwell  and  Smith’s  Writing  in  English  (American  Book  Co.). 

Scott  and  Denny’s  Elementary  English  Composition  (Allyn  & Bacon). 
Literature — The  general  purpose  in  teaching  literature  in  the  second 
year  is  to  increase  the  pupil’s  interest  in  good  books,  and  to  develop  in 
him  the  habit  and  power  of  accurate  thinking  and  a finer  feeling  for  the 
beauty  and  truth  of  literature.  He  should  be  taught  to  discriminate 
and  to  compare,  in  a general  way,  literary  types  and  values  ( 3 periods ) . 

For  Reading  and  Study: 

Homer’s  Odyssey  (Some  good  translation). 

Palgrave’s  Golden  Treasury  (Selections). 

Hawthorne’s  House  of  the  Seven  Gables. 

Cooper’s  The  Last  of  the  Mohicans. 

Other  Selections  if  time  permits. 

Third  Year. 

Composition  and  Literature  (5  periods). 

Composition — Continuation  of  the  work  as  outlined  for  the  pre- 
vious year.  Further  study  of  the  paragraph,  with  special  attention  to 
the  topic  sentence,  connectives,  methods  of  transition,  methods  of  devel- 
opment, and  greater  insistence  upon  unity,  coherence,  and  emphasis. 
Short  themes  of  various  literary  types.  Pay  attention  to  the  principles 
of  rhetoric,  but  use  no  formal  text  in  that  subject  alone  (2  periods). 


29 


Texts  Suggested. 

Lewis’s  Second  Manual  of  Composition  (Macmillan). 

Lockwood  and  Emerson’s  Composition  and  Rhetoric  (Ginn  & Co.). 
Brooks  and  Hubbard’s  Composition-Rhetoric  (American  Book  Co.). 
Scott  and  Denny’s  Composition-Rhetoric  (Allyn  & Bacon). 

Literature — Stimulate  a finer  feeling  for  literary  types  and  values. 
Continue  the  work  as  outlined  for  the  preceding  year.  Pay  some  atten- 
tion to  literary  history,  but  use  no  formal  text  in  that  subject.  De- 
velop insight  and  breadth  of  view,  and  show  the  application  of  the 
lessons  of  literature  to  the  problems  of  life  (3  periods). 

For  Study: 

Webster’s  First  Bunker  Hill  Oration. 

Washington’s  Farewell  Address. 

For  Reading: 

Shakespeare’s  Julius  Caesar. 

Coleridge’s  The  Rime  of  the  Ancient  Mariner. 

Lowell’s  The  Vision  of  Sir  Launfal. 

Carlyle’s  Heroes  and  Hero  Worship. 

Fourth  Year. 

Composition,  Khetoric,  and  Literature  (5  periods). 

Composition  and  Rhetoric — Continue  the  work  as  outlined  for  the 
preceding  year.  Do  not  dissociate  the  work  in  composition  and  rhetoric 
from  that  in  literature.  Develop  the  power  to  reason  soundly  and  to 
read  critically.  Demand  more  of  the  pupil  in  the  way  of  argumentation, 
exposition,  and  description  than  in  the  preceding  years.  A review  of 
the  principles  of  unity,  coherence,  and  emphasis  in  sentences,  para- 
graphs, and  composition  ( 3 periods ) . 

Texts  Suggested. 

Same  as  for  preceding  year,  or  one  of  the  following — 

Carpenter’s  Rhetoric  and  English  Composition  (Macmillan). 

Scott  and  Denny’s  Composition-Literature  (Allyn  & Bacon). 
Spalding’s  Principles  of  Rhetoric  (Heath). 

Herrick  and  Danson’s  Composition  and)  Rhetoric  (Scott,  Foresman 
& Co. ) . 

Literature — Continue  along  the  lines  suggested  for  the  previous  year. 
Teach  the  student  to  work  from  a definite  outline  ( 2 periods ) . 


30 


For  Study: 

Macaulay’s  Life  of  Johnson. 

Milton’s  L’ Allegro,  II  Penseroso,  Comus,  and  Lycidas. 

Shakespeare’s  Macbeth. 

For  Reading: 

Shakespeare’s  The  Merchant  of  Venice. 

Scott’s  Ivanhoe. 

Tennyson’s  Gareth  and  Lynette,  Lancelot  and  Elaine,  The  Passing  of 
Arthur. 

Franklin’s  Autobiography. 

COLLEGE  ENTRANCE  REQUIREMENTS  IN  ENGLISH. 

For  the  guidance  of  principals  who  may  wish  to  follow  the  recom- 
mendations of  the  National  Conference  on  Uniform  Entrance  Require- 
ments  in  English,  the  books  and  authors  recommended  for  Reading  and 
for  Study,  1910  to  1915,  are  given  below.  The  course  suggested  above, 
however,  will  meet  the  entrance  requirements  of  the  best  colleges  of 
America. 

For  Reading,  1910-11-12. 

Group  I.  (Two  to  be  selected.) 

Shakespeare’s  (a)  As  You  Like  It,  (b)  Julius  Ccesar,  (c)  Henry 
The  Fifth,  (d)  The  Merchant  of  Venice,  (e)  Twelfth  Eight. 

Group  II.  (One  to  be  selected.) 

(a)  Bacon’s  Essays;  (b)  Bunyan’s  Pilgrim* s Progress,  Part  I; 
(c)  Addison’s  Sir  Roger  de  Coverley  Papers;  (d)  Franklin’s  Auto- 
biography. 

Group  III.  (One  to  be  selected.) 

(a)  Chaucer’s  Prologue  ;(b)  Spenser’s  Faerie  Queene  (selections); 
(c)  Pope’s  Rape  of  the  Lock ; (d)  Goldsmith’s  Deserted  Village; 
(e)  Palgrave’s  Golden  Treasury  (First  Series),  Books  II  and  III, 
with  special  attention  to  Dryden,  Collins,  Gray,  Cowper,  and  Burns. 

Group  IV.  (Two  to  be  selected.) 

(a)  Goldsmith’s  Vicar  of  Wakefield ; (b)  Scott’s  Ivanhoe ; (c) 
Scott’s  Quentin  Durward ; (d)  Hawthorne’s  House  of  Seven  Gables; 
(e)  Thackeray’s  Henry  Esmond;  (f)  Mrs.  Gaskell’s  Cranford; 
(g)  Dickens’  Tale  of  Two  Cities;  (h)  George  Eliot’s  Silas  Marner; 
(i)  Blaclcmore’s  Lorna  Doone. 

Group  V.  (Two  to  be  selected.) 

(a)  Irving’s  Sketch  Book;  (b)  Lamb’s  Essays  of  Elia;  (c)  De 
Quincey’s  Joan  of  Arc  and  The  English  Mail  Coach;  (d)  Carlyle’s 


31 


Heroes  and  Hero  Worship ; (e)  Emerson’s  Essays  (selected)  ; 

(f)  Ruskin’s  Sesame  and  Lilies. 

Group  VI.  (Two  to  be  selected.) 

(a)  Coleridge’s  Rime  of  the  Ancient  Mariner ; (b)  Scott’s  Lady  of 
the  Lake ; (c)  Byron’s  Mazeppa  and  The  Prisoner  of  Chillon; 
(d)  Palgrave’s  Golden  Treasury  (First  Series),  Book  IV,  with 
especial  attention  to  Wordsworth,  Keats,  and  Shelley;  (e)  Macau- 
lay’s Lays  of  Ancient  Rome;  (f)  Poe’s  Poems ; (g)  Lowell’s  Vision 
of  Sir  Launfal ; (h)  Arnold’s  Sohrab  and  Rustum;  (i)  Longfellow’s 
Courtship  of  Miles  Standish;  (j)  Tennyson’s  Gareth  and  Lynette, 
Lancelot  and  Elaine,  and  The  Passing  of  Arthur ; (k)  Browning’s 
Selected  Poems  ( Cavalier  Tunes,  The  Lost  Leader,  How  They 
Brought  the  Good  Hews  from  Ghent  to  Aix,  Evelyn  Hope,  Home 
Thoughts  from  Abroad,  Home  Thoughts  from  the  Sea,  Incident  in 
the  French  Camp,  The  Boy  and  the  Angel,  One  Word  More,  Herve 
Riel,  and  Pheidippides ) . 

For  Study,  1910-11-12. 

(a)  Shakespeare’s  Macbeth ; (b)  Milton’s  Minor  Poems  ( Lycidas , 
Comus,  L’ Allegro,  and  II  Penseroso)  ; (c)  Burke’s  Speech  on  Con- 
ciliation with  America  (or  both  Washington’s  Farewell  Address 
and  Webster’s  First  Bunker  Hill  Oration)  ; (d)  Macaulay’s  Life  of 
Johnson  (or  Carlyle’s  Essay  on  Burns). 

Note. — In  the  Literature  for  Reading  for  1912,  the  following  excep- 
tions will  be  noted  in  the  lists  above.  In  Group  III,  Spenser’s  Faerie 
Queene,  “Part  One,”  is  substituted  for  “Selections”  from  The  Faerie 
Queene.  In  Group  V,  Carlyle’s  “The  Hero  as  Poet,”  “The  Hero  as 
Man  of  Letters,”  and  “The  Hero  as  King”  are  substituted  for  Heroes 
and  Hero  Worship,  complete.  In  Group  VI,  Tennyson’s  Princess  is 
substituted  for  Gareth  and  Lynette,  Lancelot  and  Elaine,  and  The  Pass- 
ing of  Arthur.  These  three  poems  have  been  transferred  to  the  Study 
List  as  an  alternative  to  Milton’s  Minor  Poems  for  1912. 

In  the  Literature  for  Study  for  1912,  the  following  exceptions  will  be 
noted:  Lycidas  is  dropped  from  Milton’s  Minor  Poems,  and  Tennyson’s 
Gareth  and  Lynette,  Lancelot  and  Elaine,  and  The  Passing  of  Arthur 
are  added  as  an  alternative  to  Milton’s  Minor  Poems. 

For  Reading,  1913-14-15. 

Group  I.  (Two  to  be  selected.) 

(a)  The  Old  Testament,  comprising  at  least  the  chief  narrative 
episodes  in  Genesis,  Exodus,  Joshua,  Judges,  Samuel,  Kings,  and 
Daniel,  together  with  the  books  of  Ruth  and  Esther;  (b)  Homer’s 
Odyssey,  with  the  omission,  if  desired,  of  Books  I,  II,  III,  IV,  V, 
XV,  XVI,  XVII;  (c)  Homer’s  Iliad,  with  the  omission,  if  desired, 
of  Books  VI,  XIII,  XIV,  XV,  XVII,  XXI;  (d)  Virgil’s  dlneid. 


32 


The  Odyssey,  Iliad,  and  HVneid  should  be  read  in  English  trans- 
lations of  recognized  literary  excellence. 

Group  II.  (Two  to  be  selected.) 

Shakespeare’s  (a)  Merchant  of  Venice ; (b)  Midsummer  Night’s 
Dream ; (c)  As  You  Like  It;  (d)  Twelfth  Night;  (c)  Henry  The 
Fifth;  (f)  Julius  Caesar. 

Group  III.  (Two  to  be  selected.) 

(a)  Defoe’s  Robinson  Crusoe,  Part  I;  (b)  Goldsmith’s  Vicar  of 
Wakefield;  (c)  Scott’s  Ivanhoe  (or  Quentin  Durward)  ; (d)  Haw- 
thorne’s House  of  the  Seven  Gables;  (c)  Dickens’  David  Copperfield 
(or  Tale  of  Two  Cities)  ; (f)  Thackeray’s  Henry  Esmond;  (g) 
Mrs.  Gaskell’s  Cranford;  (h)  George  Eliot’s  Silas  Marner;  (i) 
Stevenson’s  Treasure  Island. 

Group  IV.  (Two  to  be  selected.) 

(a)  Bunyan’s  Pilgrim’s  Progress,  Part  I;  (b)  Addison’s  Sir  Roger 
de  Coverley  Papers;  (c)  Franklin’s  Autobiography  (condensed)  ; 

(d)  Irving’s  Sketch  Book;  (e)  Macaulay’s  Essay  on  Lord  Clive 
and  Essay  on  Warren  Hastings;  (f)  Thackeray’s  English  Humor- 
ists; (g)  selections  from  Lincoln,  including  at  least  the  two  In- 
augurals, and  Lincoln’s  speeches  in  Independence  Hall  and  at  Get- 
tysburg, his  Last  Public  Address,  Letter  to  Horace  Greeley,  with 
a brief  memoir  or  estimate;  (h)  Parkman’s  Oregon  Trail;  (i)  Tho- 
reau’s  Walden  (or  Huxley’s  Autobiography,  and  selections  from 
Lay  Sermons,  including  the  addresses  on  Improving  Natural  Knowl- 
edge, A Liberal  Education,  and  A Piece  of  Chalk)  ; (j)  Stevenson’s 
Inland  Voyage,  and  Travels  with  a Donkey. 

Group  V.  (Two  to  be  selected.) 

(a)  Palgrave’s  Golden  Treasury  (First  Series),  Books  II  and  III, 
with  especial  attention  to  Dryden,  Collins,  Gray,  Cowper,  and 
Burns;  (b)  Gray’s  Elegy  in  a Country  Churchyard  and  Goldsmith’s 
Deserted  Village;  (c)  Coleridge’s  Rime  of  the  Ancient  Mariner  and 
Lowell’s  Vision  of  Sir  Launfal;  (d)  Scott’s  Lady  of  the  Lake; 

(e)  Byron’s  Childe  Harold,  Canto  IV,  and  The  Prisoner  of  Chillon; 

(f)  Palgrave’s  Golden  Treasury  (First  Series),  Book  IV,  with 
especial  attention  to  Wordsworth,  Keats,  and  Shelley;  (g)  Poe’s 
Raven,  Longfellow’s  Courtship  of  Miles  Standish,  and  Whittier’s 
Snowbound;  (d)  Macaulay’s  Lays  of  Ancient  Rome  and  Arnold’s 
Sohrab  and  Rustum;  (i)  Tennyson’s  Gareth  and  Lynette,  Lancelot 
and  Elaine,  and  The  Passing  of  Arthur;  (j)  Browning’s  Selected 
Poems  {Cavalier  Tunes,  How  They  Brought  the  Good  News  from 
Ghent  to  Aix,  Home  Thoughts  from  Abroad,  Home  Thoughts  from 
the  Sea,  Incident  in  the  French  Camp,  Herve  Riel,  Pheidippides, 
My  Lost  Duchess,  and  Up  at  a Villa — Down  in  the  City). 


33 


For  Study,  1913-14-15. 

(a)  Shakespeare’s  Macbeth ; (b)  Milton’s  L’ Allegro,  II  Penseroso, 
and  Gomus;  (c)  Burke’s  speech  on  Conciliation  with  America  (or 
both  Washington’s  Farewell  Address  and  Webster’s  First  Bunker 
Hill  Oration;  (d)  Macaulay’s  Life  of  Johnson  (or  Carlyle’s  Essay 
on  Burns. 


2 


HISTORY 


The  truth  takes  flesh  in  forms  that  can  express  it;  and  thus  in  history  an  idea  always 
overhangs,  like  the  moon,  and  rules  the  tide  which  rises  simultaneously  in  all  the  souls  of 
a generation. — Emerson. 

It  is  in  history  that  the  young  first  learn  to  regard  the  present  as  the  last  attained  stage 
of  a mighty  evolution,  and  thereby  acquire  reverence  for  the  vicarious  sacrifices  of  the 
past,  regard  for  the  civil  liberties  of  the  present,  and  a sense  of  responsibility  for  the  civil 
welfare  of  coming  generations. — De  Garmo. 

History  is  still  taught  in  some  of  our  schools  as  if  the  acquiring  of  a 
vast  number  of  isolated  facts  by  the  student  were  the  sole  object  in 
view.  A knowledge  of  the  important  truths  of  history  is  necessary,  for 
history  study  is  indeed  a search  for  truth,  but  merely  to  put  the  student 
in  possession  of  a body  of  useful  facts  is  no  longer  the  only  purpose  or 
the  chief  purpose  of  history  teaching.  “History  properly  taught  offers 
the  first  opportunity  for  a growth  of  discriminative  judgment,”  says  an 
eminent  teacher,  and  “through  history  a child  should  be  taught  to 
exercise  those  qualities  of  common  sense  comparison,  and  plain  every- 
day judgment  which  he  needs  for  the  conduct  of  his  own  life.”  To 
borrow  again  from  De  Garmo,  a proper  study  of  history  develops  the 
“judgment  respecting  the.  civil  affairs  of  men,”  “engenders  a spirit  of 
toleration,”  trains  the  student  to  “exercise  the  reconstructive  imagi- 
nation,” and  assists  him  “to  develop  his  permanent  attitude  towards 
political  liberty  and  self-government.” 

There  has  been  a marked  change  in  history  study  in  secondary  schools 
since  the  publication  of  the  Report  of  the  Committee  of  Ten,  and  the 
change  is  still  going  on.  Dry  text-book  instruction  is  fast  yielding 
place  to  more  rational  methods,  and  one  of  the  results  has  been  to 
invest  the  whole  subject  with  a more  vital  and  more  wholesome  interest. 
It  is  now  recognized  that  history  can  be  assimilated  only  through  the 
imagination,  and  a conscious  effort  is  made,  therefore,  to  assist  the 
imagination  by  a proper  use  of  historical  fiction,  and  source  material,  of 
maps,  pictures  and  art,  by  a use  of  the  stereopticon,  and  in  other  ways.* 
In  short,  the  appeal  is  no  longer  made  mainly  to  the  memory,  but 
through  the  imagination  to  the  understanding.  Not  many  of  our  rural 
schools  are  equipped  with  the  “helps”  here  mentioned,  but  they  can  at 
least  make  use  of  such  material  as  they  have,  and  they  can  make  an 
effort  to  get  more. 

Much  poor  history  teaching  has  been  due  to  a popular  belief  that  just 
anybody  can  teach  history,  since  it  is  only  necessary  to  read  ahead  of 
the  class  in  order  to  be  able  to  ask  the  class  a few  questions  anyway. 

* Sets  of  excellent  views— historical,  geographical,  scientific,  and  industrial — are  published 
by  The  Keystone  View  Company,  New  York  City,  and  by  Underwood  & Underwood, 
New  York  City.  An  inexpensive  stereoscope  and  a few  of  these  veiws  would  prove  to  be  a 
valuable  aid  to  the  teacher  of  history.  Catalogues  of  the  firms  mentioned  may  be  had  for 
the  asking. 


35 


There  are  still  some  teachers  in  the  class  room  who,  if  they  do  not  hold 
to  this  belief,  certainly  follow  this  practice.  No  intelligent  teacher  of 
history  can  afford  to  rely  for  his  information  solely  upon  the  text  used 
in  the  class.  The  teacher  of  history  should  so  equip  himself  for  his 
work  that  he  can  view  historical  happenings  in  their  proper  perspective, 
and  see  the  course  of  history  as  a continuous  stream,  or  else  he  will 
not  be  able  to  develop  in  his  students  the  power  to  do  so.  Without 
this  equipment  he  will  be  hopelessly  at  sea  when  he  attempts  to  trace 
an  historic  event  through  cause,  course,  and  result,  and  unless  he  can 
do  this,  he  will  too  often  minimize  the  important  and  magnify  the 
unessential.  “All  good  teaching  must  flow  from  copious  knowledge. 
The  shallow  fountain  can  not  emit  a vigorous  stream.”  In  addition 
to  reading  the  standard  historians,  every  teacher  of  history  should 
read  and  study  the  Report  of  the  Committee  of  Seven  (Macmillan), 
the  Report  of  the  Committee  of  Ten,  pp.  162-203  (American  Book  Co.), 
and  De  Garmo’s  Principles  of  Secondary  Education,  pp.  146-153,  Vol.  I 
(Macmillan) . 

English  History.  Next  to  American  history  that  of  greatest  inter- 
est to  us  is  the  history  of  England.  The  two  nations  have  a common 
ancestry,  and,  hence,  a common  source  of  inspiration  and  institutional 
ideas.  Through  a knowledge  of  the  main  facts  of  English  history  a 
better  understanding  of  our  own  is  made  possible.  Indeed,  without  a 
fair  comprehension  of  the  growth  and  influence  of  English  institutions, 
a complete  knowledge  of  our  own  is  impossible,  because  their  roots  are 
deep  set  in  English  soil.  It  is  not  to  be  inferred,  however,  that  the 
only  reason  for  studying  this  subject  is  because  of  the  light  a knowledge 
of  it  throws  upon  American  history.  It  is  eminently  important  of 
itself. 

It  is  recommended  that  a chronological  narrative  of  English  history 
be  studied  first,  and  then  each  period  be  studied  and  re-examined  by 
topics.  Those  topics  of  primary  importance  like  Parliament,  the  intro- 
duction and  growth  of  Christianity,  the  development  of  manufacturing 
and  commerce  and  growth  of  naval  power,  popular  customs  and  habits 
of  life,  should  be  carefully  reviewed  and  the  results  of  all  investigations 
recorded  in  neatly-kept  note  books.  By  this  method  the  changes  in  the 
habits  of  life  and  thought  of  the  England  of  to-day  may  be  readily 
compared  with  those  of  the  past.  The  note  books,  if  preserved,  will  be 
found  valuable  to  the  class  when  it  comes  to  a study  of  our  own  history. 

The  teacher  will  find  the  following  books  to  be  very  helpful  to  himself 
and  his  class:  Green’s  A Short  History  of  the  English  People,  Mc- 
Carthy’s A Short  History  of  Our  Oum  Times,  Kendall’s  A Source  Book 
of  English  History,  and  Moran’s  English  Government. 

Ancient  History.  Do  not  attempt  to  crowd  into  the  study  of  this 
period  too  many  names  and  dates  and  unessential  details.  Try  rather 
to  give  an  understanding  of  the  main  lines  along  which  these  nations 
(Greek,  Hebrew,  and  Roman)  progressed  and  the  ideas  for  which  they 


ft 


36 


stood  in  social,  religious,  political,  and  industrial  life.  They  have  con- 
tributed much  to  give  modern  society  its  present  form  and  ideals.  For 
instance,  the  three  main  corner  stones  of  modern  society  were  contrib- 
uted by  the  ancient  nations,  namely,  the  Hebrew  religion,  Greek  culture, 
and  Roman  law.  Of  course,  attention  must  be  given  to  the  leading 
men  of  the  different  countries  and  periods  and  an  attempt  made  to  show 
their  influence  upon  national  life  and  thought. 

Mediaeval  and  Modern  History.  “The  study  of  mediaeval  history 
in  the  high  school  presents  peculiar  difficulties.  Historically  consid- 
ered, the  Middle  Ages  lie  farther  from  modern  life  than  the  age  of  the 
Antonies  or  the  age  of  Pericles.  Both  teacher  and  student  find  little 
in  present  day  life  which  can  be  used  to  make  clear  the  life  of  the 
Middle  Ages.  In  the  United  States  the  church  and  the  university  are 
the  only  great  mediaeval  institutions  which  have  survived,  and  these 
are  so  different  in  their  present  condition  that  we  get  only  a poor 
illustration  of  their  place  in  mediaeval  times.  * * * 

“It  is  well  to  make  clear  how  feudalism  made  national  life  almost 
impossible,  in  the  Middle  Ages,  and  how,  in  the  absence  of  the  printing 
press  and  of  means  of  rapid  communication,  national  feeling  grew  slowly 
in  a people  scattered  over  great  areas.” 

Some  of  the  topics  of  primary  importance  that  must  be  made  to 
stand  out  clear  in  the  minds  of  the  pupils  are  the  general  breaking  up 
of  governments  and  society,  the  growth  of  feudalism  and  its  blighting 
influence,  the  activity  of  the  Christian  fathers  and  the  battles  and 
growth  of  the  church,  chivalry  and  the  crusades,  and  finally  the  welding 
of  warring  factions  into  distinct  nationalities — the  recrystalization  of 
social  and  political  life. 

“In  passing  from  the  Middle  Ages  to  modern  life  the  student  must  not 
only  keep  in  mind  the  great  events  which  marked  the  transition,  but 
also  the  change  in  ideas  and  movements  which  accompanied  the  transi- 
tion. Such  a view  will  show  the  student  that  the  ending  of  one  period 
and  the  beginning  of  another  can  not  be  accurately  marked  by  a date, 
but  that  the  germs  of  the  new  period  are  in  the  old.” 

The  Reformation  and  its  influence  upon  the  religious,  political  and 
industrial  life  constitute  the  one  big  topic  of  this  period,  for  even  such 
events  as  the  American  and  the  French  revolutions  are  but  the  flowering 
out  of  seeds  long  since  sown  in  this  great  upheaval. 

The  teacher  of  Ancient,  Mediaeval  and  Modern  history  should  try  to 
secure  for  the  use  of  himself  and  his  class  such  works  as  Smith’s  General 
History  of  Greece,  Gibbon’s  Decline  and  Fall  of  the  Roman  Empire, 
Gayley’s  Classic  Myths,  and  Hallam’s  History  of  the  Middle  Ages. 

American  History.  When  the  student  takes  up  the  study  of  Ameri- 
can history  in  the  last  year  of  the  high  school  course  he  has  reached 
the  stage  in  his  mental  development  where  he  can  see  that  our  present 
social  and  political  conditions  are  but  the  outgrowth  of  previous  condi- 
tions; that  states,  like  human  beings,  are  living  organisms;  that  they 


37 


are  born,  grow  into  strength  and  influence,  and  decay;  that  society  is 
not  static  but  highly  dynamic;  and  that  the  political  and  social  seeds 
which  we  sow  to-day  will  bear  fruit  to-morrow,  and  that,  therefore,  the 
welfare  and  guidance  of  the  next  generation  are  to  some  extent  in  the 
hands  of  the  citizen  of  to-day,  and  that  he  will  be  held  accountable  for 
their  transmission  from  this  generation  to  the  next.  Unless  the  student 
comes  to  view  his  country’s  history  and  its  future  in  this  light,  his 
training  in  history  certainly  will  not  have  been  made  to  yield  its  largest 
returns.  The  course  in  American  history  should  be  “so  taught,”  in  the 
words  of  Professor  Hanus,  “as  to  show  the  meaning  of  democratic  insti- 
tutions and  the  means  of  safeguarding  and  improving  them.” 

The  general  suggestions  given  with  regard  to  teaching  the  history  of 
other  countries  and  other  periods  hold  here  as  well.  The  text-books 
recommended  emphasize  the  essentials  of  American  history  so  well  that 
further  direction  at  this  point  is  not  deemed  necessary. 

Civics.  It  seems  odd  that  the  public  schools,  established  and  main- 
tained as  they  are  for  the  training  of  future  citizens,  should  have  paid 
until  recently  so  little  attention  to  this  important  branch  of  study. 
Without  some  knowledge  of  civics  the  student  certainly  is  not  equipped 
for  the  highest  citizenship.  Every  citizen  ought  to  understand  the 
underlying  principles  of  his  own  government  and  form  some  acquaint- 
ance with  the  workings  of  these  principles  in  practical  affairs. 

In  our  public  schools  civil  government  is  introduced  at  two  places; 
first  in  the  intermediate  grades  and  again  in  the  last  year  of  the  high 
school.  It  is  this  last  year’s  work  which  concerns  us  here.  It  will  be 
noted  that  civics  is  not  recommended  as  a separate  study  at  this  place. 
A separate  text  may  be  used  by  the  class,  but  the  work  should  be  so 
closely  connected  with  the  work  in  American  history  that  each  subject 
may  supplement  the  other.  Constant  reference  to  parallels  and  diver- 
gences in  foreign  politics  may  be  interesting  and  helpful,  but  the  course 
must  center  particularly  about  our  own  government  and  its  institutions. 

State  History.  Considerable  attention  is  paid  to  this  subject  in 
our  intermediate  grades,  but  it  is  hardly  possible  for  the  student  to 
get  there  a view  of  our  history  as  a continuous  narrative.  The  facts  he 
gets  before  reaching  the  high  school  are  fragmentary  and  isolated. 
These  facts  must  be  assimilated  and  correlated  and  supplemented  by 
further  study.  In  the  high  school  is  the  place  to  do  this.  The  limited 
time,  however,  devoted  to  North  Carolina  history,  forbids  an  elaborate 
study  of  the  subject.  It  is  recommended,  therefore,  that  the  class  study 
for  a few  weeks  some  short,  interesting  narrative  of  the  State’s  history* 
in  order  to  get  its  main  outlines  firmly  fixed  in  mind,  and  then  devote 
the  remainder  of  the  year  to  a careful  study  of  certain  topics.f  Special 
emphasis  should  be  laid  upon  such  events,  their  causes,  course,  and 

* For  this  purpose  Connor’s  The  Story  of  the  Old  North  State  (Lippincott),  and  Alder- 
man’s A Brief  History  of  North  Carolina  (Ginn  & Co.),  are  recommended. 

t Write  to  Mr.  R.  D.  W.  Connor,  Secretary  of  the  North  Carolina  Historical  Commis- 
sion, Raleigh,  N.  C.,  for  History  Leaflets  which  will  serve  as  aids  in  this  work. 


38 


results,  as  bear  upon  our  national  history.  By  a careful  study,  for 
instance,  of  the  causes  and  results  of  the  battles  of  Moore’s  Creek, 
Elizabethtown,  Ramsour’s  Mill,  Charlotte,  and  Guilford  Court  House 
much  may  be  learned  of  the  character  of  our  forefathers,  and  the  habits 
of  thought  m our  State  to-day  be  more  easily  accounted  for.  Still 
more  light  will  be  thrown  on  this  subject  by  studying  the  quarrels  be- 
tween the  people  and  the  early  governors,  such  as  those  in  Albemarle, 
the  quarrel  between  the  Assembly  at  New  Bern  and  Governor  Martin, 
the  rejection  and  final  adoption  of  the  Federal  Constitution,  the  making 
of  the  Constitution  of  1835,  and  the  two  secession  conventions.  An 
effort  should  be  made  to  give  a brief  and  succinct  account  of  the  be- 
ginning and  development  of  our  educational  system  and  of  our  manu- 
facturing interests. 

The  character  of  this  work  must,  of  course,  depend  upon  the  teacher 
who  is  to  aid  the  pupil  in  bringing  out  of  the  texts  and  reference 
books  a great  deal  more  than  has  been  suggested  here.* 

First  Year. 

English  History  (3  periods). 

Texts  Suggested. 

Montgomery’s  Leading  Facts  of  English  History  (Ginn  & Co.). 

Coman  & Kendall’s  A Short  History  of  England  (Macmillan). 

Tappan’s  England's  Story  (Houghton,  Mifflin  & Co.). 

Andrews’  History  of  England  (Allyn  & Bacon). 

Second  Year. 

Ancient  History  to  800  A.  D.  (3  periods). 

Texts  Suggested. 

Botsford’s  Ancient  History  for  Beginners  (Macmillan). 

West’s  Ancient  World  (Allyn  & Bacon). 

Myers’s  General  History  (Ginn  & Co.). 

Morey’s  Outlines  of  Ancient  History  (American  Book  Co.). 

Third  Year. 

Mediaeval  and  Modern  European  History  ( 3 periods ) . 

Texts  Suggested. 

Myers’s  General  History  (Ginn  & Co.). 


* Every  teacher  is  urged  to  try  to  secure  for  the  school  library  such  old  books  as 
Wheeler’s  History,  Wiley’s  North  Carolina  Readers,  Caruthers’s  The  Old  North  State,  Foote’s 
Sketches,  Hawks’s  History  of  North  Carolina,  Moore’s  Library  History  of  North  Carolina, 
and  such  other  books  as  bear  upon  State  History.  Of  course  a set  of  the  Colonial  and 
State  Records  would  be  a most  valuable  addition  to  any  library  for  both  teacher  and  stu- 
dent. The  History  of  North  Carolina,  2 Vols.,  by  Captain  S.  A.  Ashe,  will  be  found  indis- 
pensable. This  should  be  procured  first,  as  it  is  the  only  up-to-date  library  history  of 
the  State.  The  North  Carolina  Booklet,  now  in  its  tenth  volume,  is  a veritable  storehouse 
of  valuable  information  bearing  on  the  State’s  history.  Certain  back  numbers  of  this 
publication  may  be  obtained  at  small  cost  from  the  Editor,  Miss  Mary  Hilliard  Hinton, 
Raleigh,  N.  C.  The  High  School  Library  ought  to  contain  the  valuable  publications  of 
the  North  Carolina  Historical  Commission.  These  may  be  had  from  the  Secretary  of  the 
Commission,  Mr.  R.  D.  W.  Connor,  Raleigh,  N.  C. 


4 


39 


Harding’s  Essentials  in  Mediaeval  and  Modern  History  (American 
Book  Co.). 

Bourne’s  Mediaeval  and  Modern  History  (Longmans). 

West’s  Modern  History  (Allyn  & Bacon). 

Fourth  Year. 

American  History  and  Civics  (4  periods)  ; North  Carolina  History 
(1  period). 

Wherever  there  is  a good  library  in  connection  with  the  school  it  is 
recommended  that  a good  deal  of  the  work  during  this  year  be  devoted 
to  the  consideration  of  special  topics  in  both  State  and  National  history. 
These  topics  should  be  assigned  by  the  principal  as  a part  of  a care- 
fully planned  course.  The  students  should  make  their  investigations 
carefully  and  as  thoroughly  as  the  library  facilities  will  admit  of. 
Every  student  should  keep  a note  book  in  which  to  record  accurately 
and  neatly  all  his  investigations  and  reports. 

Texts  Suggested. 

Hart’s  Essentials  in  American  History  (American  Book  Co.). 

Adams  & Trent’s  History  of  the  United  States  (Allyn  & Bacon). 
Johnson’s  High  School  History  of  the  United  States  (Holt). 

Schwinn  & Stevenson’s  Civil  Government  (Lippincott) . 

James  & Sanford’s  Government  in  State  and  Nation  (Scribner). 


MATHEMATICS 


He  who  has  not  known  mathematics  and  its  results  in  natural  science  has  died  without 
knowing  what  truth  is. — Shellbach. 

The  teacher  of  mathematics  has  greater  opportunity  for  training  the 
minds  of  his  pupils  to  logical  methods  of  thought  and  ‘precision  of  state- 
ment than  the  teacher  of  any  other  subject  in  the  high  school  curricu- 
lum. “This  subject  is  pre-eminent  in  its  power  to  train  the  mind  in 
form  and  number  to  exact  and  progressive  thinking,  to  adequacy  of 
conception  and  precision  of  expression.  * * * Mathematics,  more- 

over, helps  to  quicken  the  scientific  conscience  by  making  the  student 
unsatisfied  with  inaccurate  and  inadequate  knowledge,  and  with  ex- 
pression that  lacks  precision  or  apprehension  that  does  not  arrive  at 
full  comprehension.”* 

This  is  true  because  Mathematics  is  one  of  the  exact  sciences.  The 
truth  and  validity  of  its  laws  are  universal  and  invariable,  and  all  its 
principles  are  capable  of  exact  demonstration.  Through  a proper  study 
of  the  subject  the  student’s  enthusiasm  for  what  is  universally  true  is 
aroused.  “Here,  in  the  first  place,  is  knowledge  of  whose  certitude  there 
can  be  no  question,  which  is  not  subject  to  the  caprice,  opinion,  or 
volition  of  men.  Here  there  is  no  authority  but  that  of  truth  itself. 
Certainly  in  the  realm  of  mathematics  the  favorite  aphorism  of  Lucretia 
Mott  holds  with  unquestioned  force,  ‘Truth  for  authority;  not  authority 
for  truth.’  Mathematics  has  to  do,  not  with  memorized  and  transmitted 
traditions,  or  with  superstitions  and  beliefs  hoary  with  age,  it  may  be, 
but  with  a system  of  demonstrable  propositions  developing  from  a few 
self-evident  truths  that  appeal  to  the  understanding  with  a directness 
and  convincing  certainty  found  nowhere  else.  * * * 

“Next  after  certitude  in  educational  importance  we  may  perhaps 
reckon  the  progressive  nature  of  algebra  and  geometry,  indeed  of  mathe- 
matics as  a whole.  Starting  from  the  most  elementary  stages  of 
mathematical  insight,  each  of  these  subjects,  the  one  in  the  realm  of 
time,  the  other  in  that  of  space,  proceeds  in  unbroken  order  to  ever 
higher  generalizations,  which  assume  manifold  relations  to  each  other, 
and  which  in  turn  lay  the  foundations  for  still  further  advancement. 
There  is  consequently  a never-ending  series  of  definitions,  principles, 
combinations  and  demonstrations  that  reward  the  mind  for  its  past 
efforts  and  stimulates  it  to  ever  renewed  exertions.”* 

So  much  for  the  content  and  educational  value  of  mathematics  in 
general.  The  full  course,  as  outlined  for  the  public  schools  of  North 
Carolina,  covers  four  years’  work  and  includes  Arithmetic,  Algebra, 
and  Geometry. 


'De  Garmo,  Principles  of  Secondary  Education. 


41 


Arithmetic.  It  has  been  said  that  the  art  of  arithmetic  is  the  most 
important  art  of  civilized  life.  This  statement  is  based  upon  the  fact 
that  a knowledge  of  arithmetic  is  essential  in  all  civilized  life  because 
of  its  universal  use  in  store,  bank,  and  factory,  as  well  as  on  the  farm, 
and  in  every  department  of  labor  where  accounts  are  kept  and  profits 
reckoned. 

The  teacher  should  always  insist  upon  accuracy  of  work  first,  neat- 
ness next,  and  then  rapidity.  From  time  to  time  he  should  have  special 
drills  in  the  fundamental  processes  which  are  of  such  constant  use  in 
practical  work.  Let  the  teacher  ever  remember  to  stress  the  principles 
of  arithmetic  and  not  its  puzzles.  Much  attention  should  be  given  to 
oral  work.  There  is  an  abundance  of  material  in  all  of  the  books 
recommended  that  may  be  adapted  to  this  purpose.  Or  the  principal 
may,  if  he  thinks  best,  make  use  of  some  “mental  arithmetic”  for  this 
purpose,  such  as  Colburn’s  or  Milne’s.  In  all  work,  whether  it  be 
written  or  oral,  remember  that  inadequate  conception  means  inaccurate 
statement,  and  that  slovenly  habits  of  expression  are  due  to  careless 
habits  of  thought.  To  improve  either  method  of  thought  or  habit  of 
expression  both  must  be  taken  into  consideration.  The  opportunity  to 
improve  both  is  afforded  the  teacher  of  arithmetic. 

Algebra. — The  course  in  algebra  extends  over  two  and  one-half  years’ 
work,  beginning  with  the  second  term  of  the  first  year  and  continuing 
throughout  the  third  year.  It  will  be  noted  that  no  elementary  text- 
book is  recommended  to  precede  the  usual  high  school  algebra,  for  it 
is  believed  that  better  results  can  be  obtained  by  using  a single  volume. 
The  time  that  might  be  spent  on  the  elementary  book  can  be  used  to 
better  advantage  on  arithmetic  and  such  algebraic  methods  as  may 
be  introduced  into  the  arithmetic  work  without  placing  a formal  text 
in  algebra  into  the  hands  of  the  pupils. 

Geometry.  All  real  advancement  in  the  science  of  mathematics 
depends  not  upon  memory  but  upon  progressive  insight  into  mathemati- 
cal principles.  In  no  branch  of  elementary  mathematics  is  this  fact 
more  strikingly  manifested  than  in  the  study  of  geometry.  The  student 
beginning  this  subject  is  entering  upon  a study  that  seems  to  him 
quite  different  in  its  content  from  any  he  has  previously  met.  In  his 
attempt  to  overcome  the  initial  difficulties  he  is  more  than  apt  to 
resort  to  the  expediency  of  memorizing  the  demonstrations  without 
getting  a genuine  insight  into  the  underlying  principles.  And  this 
habit  of  memorizing,  once  formed,  is  hard  to  break;  particularly  is  this 
true  with  the  student  of  geometry.  Here  is  a point  the  teacher  must 
guard  and  guard  well. 

First  Year. 

A careful  study  of  all  the  review  and  supplementary  exercises  in 
Milne’s  Standard  Arithmetic,  including  those  parts  of  the  book  which 
involve  algebra  and  geometry.  A review  of  such  other  parts  as  may 


42 


seem  necessary  (5  periods  a week  during  the  First  Term,  and  2 periods 
a week  during  the  Second  Term).  Algebra  begun  in  Second  Term  (3 
periods  a week ) . 

Texts  Suggested. 

Milne’s  Standard  Arithmetic  (American  Book  Co.). 

Wentworth’s  New  School  Algebra  (Ginn  & Co.). 

Milne’s  High  School  Algebra  (American  Book  Co.). 

Taylor’s  Elements  of  Algebra  (Allyn  & Bacon). 

Wells’s  Algebra  for  Secondary  Schools — Pocket  Edition  (Heath). 

Second  Year. 

Algebra  ( 5 periods ) . 

Texts  Suggested. 

Same  as  for  first  year. 

Third  Year. 

Algebra  completed  (5  periods  a week  during  First  Term  and  2 periods 
a week  during  Second  Term). 

Geometry  begun  (3  periods  a week  during  Second  Term). 

Texts  Suggested. 

Algebra — same  as  for  second  year. 

Wentworth’s  Plane  and  Solid  Geometry  (Ginn  & Co.). 

Wells’s  Essentials  of  Plane  and  Solid  Geometry  (Heath). 

Milne’s  Plane  and  Solid  Geometry  (American  Book  Co.). 

Fourth  Year. 

Plane  and  Solid  Geometry  completed  (First  Term  5 periods  a week, 
and  Second  Term  3 periods  a week). 

A study  of  some  good  higher  arithmetic,  reviewing  such  topics  and 
principles  as  may  seem  necessary  (2  periods  a week  during  the  Second 
Term ) . 

Texts  Suggested. 

Beman  & Smith’s  Higher  Arithmetic  (Ginn  & Co.). 

Milne’s  Progressive  Complete  Arithmetic  (American  Book  Co.). 

Wells’  Academic  Arithmetic  (Heath). 


« 


LATIN  AND  GREEK 


He  who  knows  not  the  Ancients  has  lived  without 
knowing  what  beauty  is. — Hegel. 

In  teaching  the  ancient  languages  three  lines  of  work  are  to  be  carried 
on  simultaneously : ( 1 ) inflection  and  derivation,  ( 2 ) syntax,  ( 3 ) in- 

terpretation and  translation.  While  these  three  lines  should  at  no 
time  become  separated,  yet  during  the  first  year  of  the  study  the  first 
named  should  receive  greater  attention  than  either  of  the  others.  And 
along  with  this  should  be  emphasized  the  acquirement  of  an  adequate 
vocabulary.  Success  in  the  third  line  will  depend  upon  success  in  the 
other  two.  If  the  work  of  the  first  two  years  is  faithfully  and  ade- 
quately done,  the  student  should  have  little  difficulty  thereafter  in  his 
study  of  Latin  and  Greek. 

LATIN. 

Suggestions  to  teachers  of  Latin  in  the  high  school  may  well  empha- 
size features  of  the  work  known  to  be  good  and  may  also  present  others 
which,  it  seems,  will  be  fortunate  additions  to  the  methods  usually 
followed  with  beginners.  And  emphasis  should  first  be  given  to  the 
necessity  for  an  exact  and  facile  knowledge  of  the  declensions  and  con- 
jugations and  the  more  frequent  recurring  uses  of  the  cases,  moods,  and 
tenses.  The  student  may  not  hope  to  read  the  language  with  ease  and 
quickness  of  understanding  until  he  is  master  of  the  forms  and  the 
various  meanings  which  these  forms  have.  As  soon  as  the  word  is 
before  the  eye,  the  mind  should  know  the  case,  mood  or  tense  and  all  its 
possible  uses.  And  exactness  should  be  the  aim,  as  well  as  quickness. 
In  certain  studies  it  would  be  an  error  to  mistake  a brick  for  a piece  of 
quartz.  But  it  is  not  less  an  error  to  confuse  two  case  forms  or  two  uses 
of  a mood  or  tense.  Exactness  in  observing  forms  and  facility  for  de- 
termining their  meaning  are  essentials  for  successful  work  in  Latin. 
This  mastery  of  the  language  and  this  exactness  of  habit  can  not  be 
secured  without  effort.  There  is  no  easy  method  of  learning  Latin  and 
there  never  will  be.  He  alone  will  be  able  to  read  with  facility  who,  in 
the  beginning,  has  been  taught  exactly  and  carefully  the  forms  of  the 
language  and  their  use  in  syntax.  No  method  which  attains  that  end 
can  be  old-fashioned. 

Correct  habits  of  pronunciation  should  be  secured  with  the  beginner. 
If  the  proper  sounds  are  used  in  learning  the  paradigms,  if  the  accent 
be  rightly  placed  at  this  time,  the  habit  will  be  followed.  And  differ- 
ences in  quantity  should  also  be  observed.  The  long  vowels  are  not  the 
same  or  even  similar  to  the  short;  they  are  different  letters.  Hence 
the  teacher  should  insist  that  twice  as  much  time  be  taken  for  the  long 


44 


as  for  the  short.  In  reading  the  hexameter  verse  also,  there  can  be  no 
success  unless  the  difference  between  long  and  short  is  carefully  ob- 
served. The  Roman  method  of  pronunciation  should  always  be  used. 

There  is  another  difficulty  which  should  be  carefully  presented  to  the 
beginner.  This  is  the  arrangement  of  words.  The  Latin  is  more 
elastic  than  the  English  and  admits  of  greater  variety  in  the  position 
of  the  elements  of  the  sentence.  But  the  Latin  order  is  rational,  and 
presents  the  thought  often  in  the  best  possible  way.  Hence  all  successful 
reading  must  be  done  in  the  order  of  the  original.  In  no  other  way 
can  it  become  facile.  Let  the  student  understand  the  sentence  as  it 
stands,  reading  it  by  its  thought  in  units  and  without  transposition  or 
any  disarrangement  of  the  order.  When  all  the  thoughts  are  thus 
understood,  they  may  then  be  restated  in  simple  English.  This  method 
is  successfully  taught  by  reading  aloud  easy  sentences,  presenting  but 
one  thought  at  a time  and  allowing  the  student  to  see  the  meaning 
in  the  order  of  the  original.  And  if  all  the  thought  is  clear  to  him 
without  the  necessity  of  translation,  the  method  is  most  highly  suc- 
cessful. 

And  after  the  reading  of  continuous  narrative  has  begun,  attention 
should  be  given  to  translation  at  sight.  By  this  method  the  student 
is  given  greater  facility  in  recognizing  the  forms,  the  syntax  of  words, 
and  finally  the  meaning  of  the  sentence.  The  student  should  also  be 
taught  to  detect  the  meaning  of  a word  from  its  position  in  the  sentence, 
from  association  of  similarity  to  an  English  derivative.  This  will  aid 
him  in  mastering  the  small  vocabulary  necessary  to  easy  reading. 

Practice  in  prose  composition  should  be  begun  as  soon  as  the  simplest 
principles  of  grammar  have  been  mastered,  and  continued  throughout 
the  period  of  preparation.  This  is  the  best  possible  drill  in  the  forms 
and  syntax  of  a language.  It  is  also  a decided  aid  to  the  acquiring  of 
a reading  vocabulary.  It  is  well,  too,  to  have  the  student  put  into  Latin 
passages  which  he  has  translated  into  English  from  Caesar  or  from  the 
reading  book  used  in  substitution  for  Caesar. 

Finally,  the  study  of  Latin  should  always  be  associated  with  the  lives 
of  the  people  who  spoke  it.  Emphasis  should  be  given  to  history, 
geography,  manners,  and  customs,  and,  in  general,  the  great  contribu- 
tions made  by  Rome  to  civilization. 

First  Year. 

Beginner’s  Latin  (5  periods  a week). 

Texts  Suggested. 

Collar  & Daniell’s  First  Year  Latin  (Ginn  & Co.). 

Pearson’s  Essentials  of  Latin  (American  Book  Co.). 

Gunnison  & Harley’s  First  Year  of  Latin  (Silver). 

Inglis  & Prettyman’s  First  Book  in  Latin  (Macmillan). 

Bennett’s  First  Year  Latin  (Allyn  & Bacon). 


45 


Second  Year. 

First  Latin  book  reviewed  and  some  introductory  book  to  Caesar  read 
(5  periods  a week.  First  Term). 

Caesar  begun,  Second  Term,  2d  and  3d  Books  of*  the  Gallic  war  read 
( 5 periods  a week,  Second  Term ) . 

Texts  Suggested. 

(For  introductory  books  to  Caesar.) 

Ritchie’s  Fabulce  Faciles  (Longmans). 

Scudder’s  Gradatim  (Allyn  & Bacon). 

If  the  teacher  wishes  to  substitute  a single  book  for  both  introductory 
book  and  Caesar,  the  following  are  recommended: 

Rolfe  & Dennison’s  Junior  Latin  Book  (Allyn  & Bacon). 

Greenough,  D’Ooge  and  Daniell’s  Second  Year  Latin  (Ginn  & Co.). 

Third  Year. 

Caesar,  Books  1 and  4,  or  equivalent,  Composition,  and  Grammar 
(5  periods  a week,  First  Term)  ; Cicero,  4 orations  against  Catiline, 
Composition,  and  Grammar  (5  periods  a week,  Second  Term). 

Texts  Suggested. 

(a)  Grammar: 

Bennett’s  Latin  Grammar  (Allyn  & Bacon). 

Gildersleeve-Lodge’s  Latin  Grammar — School  Ed.  ( Heath ) . 

(b)  Composition: 

Abbott’s  First  Latin  Writer  (American  Book  Co.). 
Gildersleeve-Lodge’s  Latin  Composition  (Heath). 

Barss’  Writing  Latin — Book  Two  ( Heath ) . 

Fourth  Year. 

Vergil’s  ^Eneid,  6 Books,  Composition,  and  Grammar  (5  periods  a 
week  during  the  year ) . 

Texts  Suggested. 

Same  as  for  previous  year. 

GREEK. 

When  a student  leaves  the  high  school,  he  is  expected  to  know  the 
grammatical  forms  of  nouns,  adjectives,  pronouns,  and  verbs;  the  leading 
principles  of  syntax;  to  have  acquired  a reasonably  good  vocabulary  of 
Greek  words;  to  be  able  to  read  ordinary  Greek  with  some  readiness, 
and  to  turn  simple  English  sentences  into  Greek.  This  is  not  very  much, 
but  one  who  knows  this  ought  to  have  little  trouble  in  his  further  study 
of  Greek. 

It  is  of  greatest  importance  that  the  beginner  should  at  once  become 
familiar  with  the  hppearance  and  sounds  of  Greek  words.  He  should, 


46 


therefore,  have  constant  practice  in  pronunciation  from  the  very  start. 
Time  will  be  saved  by  devoting  a large  part  of  the  earlier  recitations 
to  pronunciation.  Most  of  the  supposed  difficulty  in  Greek  is  due  to 
the  learner’s  uncertainty  about  the  pronunciation  of  Greek  words. 
Practice  will  remove  this  difficulty. 

In  all  things  accuracy  should  be  insisted  upon.  Frequent  reviews  are 
necessary.  Everything  about  a language  can  not  be  taught  in  connec- 
tion with  any  one  lesson.  A few  things  should  be  prepared  with  special 
care  each  day  or  week.  In  this  way,  all  of  the  more  important  princi- 
ples can  be  covered  in  a short  time,  and  applied  to  the  text  read. 

The  verb  is  supposed  to  be  hard  to  learn.  Perhaps  it  is  hard.  But 
there  is  almost  no  form  of  the  verb  that  does  not  bear  on  its  face  signs 
of  what  it  is  and  where  it  is.  Students  should  be  taught  to  observe 
these  signs.  Themes,  tense  suffixes,  mood-signs,  personal  endings,  aug- 
ment, reduplication,  etc.,  ought  to  be  understood  perfectly.  The  student 
can  easily  be  trained  to  locate  at  sight  almost  any  form  of  the  verb. 

The  introductory  books  contain  enough  exercises  for  preparatory 
instruction  in  prose  composition.  It  is  a good  plan  to  have  the  class 
turn  back  into  Greek  the  translation  which  they  have  made  of  their 
reading  lesson. 

The  absolute  mastery  of  a small  vocabulary  is  necessary  in  any  lan- 
guage. Two  or  three  hundred  of  the  commonest  words  can  be  selected 
and  committed  to  memory.  Students  get  into  the  habit  of  looking  up 
the  meaning  of  words  which  they  already  know.  All  of  the  commonest 
words  occur  so  often  that  there  is  no  reason  for  not  recognizing  them. 
For  example,  Xenophon  uses  more  than  ten  times  in  the  three  books  of 
the  Anabasis  ninety-four  verbs,  sixty-two  nouns  and  twenty-six  adjec- 
tives,— to  say  nothing  of  the  pronouns,  prepositions,  conjunctions,  and 
common  adverbs.  All  of  these  can  be  thoroughly  learned  in  a few 
weeks,  or  in  a few  years.  It  is  just  as  easy  to  learn  them  in  a few 
weeks,  and  considerably  better.  Some  practice  in  reading  easy  Greek 
at  sight  will  strengthen  the  student’s  vocabulary.  The  New  Testament 
(Wescott  and  Hort’s  edition)  is  excellent  for  use  in  sight  reading. 

Students  should  be  taught  to  translate  each  word  in  the  order  in 
which  it  stands  in  the  Greek  sentence.  This  is  essential  to  progress, 
and  is  the  natural  way  to  arrive  at  the  true  meaning.  In  recitation, 
the  translation  should,  of  course,  be  given  in  the  best  English. 

First  Year. 

Beginner’s  Greek  (5  periods  a week  during  the  year). 

Texts  Suggested. 

White’s  First  Greek  Book  (Ginn  & Co.). 

Ball’s  The  Elements  of  Greek  (Macmillan). 

Benner  and  Smyth’s  Beginner’s  Greek  (American  Book  Co.). 

Any  of  these  books  contains  everything  that  teacher  and  student  will 
need  to  consider  during  the  first  year  of  Greek. 


47 


Second  Year. 

Grammar,  Composition,  and  4 Books  of  the  Anabasis  (5  periods). 
Texts  Suggested. 

Babbitt’s  Greek  Grammar  (American  Book  Co.). 

Hadley-Alien’ s Greek  Grammar  (American  Book  Co.). 

Goodwin’s  Greek  Grammar  ( Ginn  & Co. ) . 


MODERN  LANGUAGES 


The  languages  selected  in  this  group  are  French  and  German.  In 
2ach  the  suggested  high  school  course  extends  over  two  years  and  coin- 
cides with  the  “Elementary  Course”  outlined  by  the  Committee*  of 
Twelve  of  the  Modern  Language  Association  of  America. 

At  the  end  of  this  elementary  course  the  pupil  will  be  expected  to 
read  at  sight  easy  prose,  to  put  correctly  into  the  foreign  language  short 
English  sentences  based  upon  the  passage  assigned  for  translation,  and 
to  answer  questions  on  the  ordinary  forms  and  constructions  of  the 
language  under  consideration. 

The  method  of  instruction  explained  below  will  provide  linguistic 
training  as  a matter  of  mental  discipline  and  lay  a good  foundation  for 
wider  reading  or  for  other  uses  of  the  foreign  language;  incidentally 
it  will  fit  the  pupil  to  satisfy  the  collegef  entrance  requirement.  Al- 
though some  pupils  might  under  favorable  circumstances  complete  the 
elementary  course  in  less  than  two  years,  teachers  are  strongly  advised 
to  insist  upon  the  longer  period,  in  order  to  be  sure  that  the  work  is 
done  thoroughly.  There  should  be  short  lessons  with  constant  oral 
practice  and  frequent  reviews.  Satisfactory  instruction  in  language 
must  proceed  slowly  enough  to  allow  time  for  digesting  the  material. 
Subsequent  progress  will  be  all  the  more  rapid,  if  the  foundation  be 
well  laid. 

There  should  be  at  least  four  recitations  per  week  during:}:  each  of 
the  two  years.  At  each  recitation  there  should  be  a short  oral  exercise 
and  once  a week  an  exercise  in  dictation.  The  oral  exercise  need  not 
be  an  attempt  at  conversation,  but  may  consist  in  the  use  of  sentences 
taken  from  the  grammar.  The  value  of  drill  in  regular  conversation 
is  very  great,  especially  at  the  beginning  of  the  course;  but  unless  the 
teacher  speaks  the  language  fluently,  no  such  attempt  should  be  made. 
In  any  case  the  material  used  for  the  oral  practice  should  be  carefully 
prepared  by  the  teacher  in  advance. 

Pronunciation.  Correct  pronunciation  is  to  be  taught  at  the  begin- 
ning of  the  course.  Bad  hadbits  of  punctuation  once  acquired  are  difficult 
to  correct,  but  by  patience  and  care  on  the  part  of  the  teacher  the  pupil 
may  form  good  habits,  and  it  is  generally  true  that  the  correct  pronun- 
ciation is  just  as  easy  for  the  organs  of  speech  of  our  American  pupils 


* Report  of  the  Committee  of  Twelve,  Boston,  D.  C.  Heath  & Co.;  16  cents.  This  report 
treats  in  full  all  questions  relating  to  the  teaching  of  modern  languages  in  the  schools,  and 
outlines  three  courses  of  instruction:  the  elementary,  the  intermediate,  and  the  advanced, 
for  the  use  of  schools  throughout  the  United  States. 

f It  cannot  be  too  often  repeated  that  the  high  school  course  is  not  mainly  a prepara- 
tion for  entrance  to  college.  But  it  is  equally  true  that  this  course  ought  to  give  to  those 
pupils  who  intend  to  enter  college  the  training  necessary  to  satisfy  the  entrance  require- 
ment. The  course  suggested  here  in  French  and  German  will  do  this.  Pupils  intending 
to  enter  college  should  by  all  means  get  their  elementary  instruction  in  these  languages  at 
the  secondary  school.  Such  instruction  can  be  given  there  more  satisfactorily  than  in  the 
colleges  or  universities,  where  the  classes  are  larger  and  time  allotted  to  this  study  is  more 
limited. 

f Much  better  results  may  be  obtained  by  having  five  recitation  periods  per  week, 
especially  during  the  first  year. 


49 


as  the  faulty  pronunciation.  The  failure  usually  results  from  lack  of 
attention.  The  first  condition  of  success  is  that  the  teacher  himself 
be  thoroughly  competent. 

At  the  beginning  it  will  be  well  to  explain  clearly  the  value  of  the 
sounds,  taking  only  a few  at  a time  and  occasionally  explaining  the 
action  of  the  organs  of  speech  in  the  production  of  a given  sound.  The 
pupils  may  then  be  taught  to  imitate  accurately  the  sounds  uttered  by 
the  teacher.  There  should  be  throughout  the  course  constant  practice  in 
using  the  foreign  language  in  order  to  save  the  pupil  from  morbid  dread 
of  uttering  a sound  for  fear  of  pronouncing  it  badly.  It  must  be  re- 
membered that  although  a correct  pronunciation  without  real  command 
of  the  language  is  useless,  a faulty  pronunciation  is  always  a blemish. 

Grammar.  The  first  lessons  in  grammar  ought  to  be  short,  so  as  to 
allow  time  for  abundant  oral  practice  on  the  inflections.  It  is  not  well 
to  learn  the  inflections  mainly  by  recitation  of  paradigms,  but  rather 
by  the  oral  practice  to  acquire  an  instinctive  acquaintance  with  the 
meaning  of  the  forms.  The  grammar  is  to  be  regarded  merely  as  an 
orderly  explanation  of  the  language.  It  is  not  to  be  studied  inde- 
pendently; but  it  must  be  learned.  The  ability  to  translate  correctly 
depends  upon  accurate  knowledge  of  the  grammatical  forms  and  the 
general  habits  of  the  language. 

Reading.  The  translation  into  English  may  be  begun  as  soon  as  the 
class  has  studied  the  verb,  and  be  carried  on  in  connection  with  the 
study  of  the  grammar.  During  the  first  year  some  teachers  may  prefer 
to  use  a reader  graded  with  respect  to  difficulty.  Connected  texts  may 
then  be  taken  up  in  the  second  year.  In  all  cases  the  pupils  should 
read  aloud  in  the  foreign  language  and  then  translate  into  good,  idiom- 
atic English,  giving  the  exact  meaning  of  the  original.  Accurate  trans- 
lation depends  upon  definite  principles,  not  upon  subjective  notions 
based  on  a hurried  glance  at  the  words.  It  is  this  reliable  method  of 
translation  that  is  to  be  taught.  The  main  difficulty  in  rendering  a 
given  passage  correctly  is  frequently  not  a matter  of  vocabulary,  but 
of  the  relation  of  the  individual  words  and  clauses  to  each  other.  This 
is  especially  true  in  the  case  of  German. 

During  the  second  year  it  will  be  well  to  have  regular  practice  in 
reading  at  sight,  with  material  that  the  pupil  can  readily  understand. 
By  this  exercise  the  pupil  learns  to  depend  upon  Ms  own  stock  of  in- 
formation and  to  make  legitimate  inferences  about  the  meaning  of  words. 
As  his  acquaintance  with  the  language  grows,  he  should  be  encouraged 
to  read  easy  passages  in  the  original  without  translation. 

Writing  of  Exercises.  The  grammars  usually  contain  a sufficient 
number  of  exercises  for  translation  into  the  foreign  language.  In 
writing  the  exercises  the  pupil  ought  first  to  learn  well  the  model  sen- 
tences given  in  the  accompanying  exercises  in  French  or  German,  and 
then  make  his  own  sentences  according  to  the  model.  Here  as  else- 
where the  guiding  principle  should  be  to  keep  in  sympathy  as  much  as 


50 


possible  with  the  actual  language  as  used  by  the  people  who  speak  it 
and  not  trust  to  mere  theories  or  to  chance  suggestions. 

In  the  case  of  German  the  question  arises  as  to  whether  the  pupil 
should  learn  to  use  the  German  script.  It  is  not  a matter  of  great 
importance.  If  the  teacher  has  time,  he  is  advised  to  teach  the  use 
of  the  script.  It  is  used  by  the  Germans  in  their  correspondence  and 
acquaintance  with  it  is  sometimes  of  value. 

Below  is  added  for  the  guidance  of  teachers  the  outline  of  the  two 
years  elementary  course  in  French  and  German  suggested  by  the  Com- 
mittee of  the  Modern  Language  Association  for  the  Schools  of  the 
United  States.  If  any  teachers  should  find  the  amounts  of  reading 
suggested  too  long  to  be  accomplished  thoroughly  in  the  time  assigned, 
it  will  be  well  to  adopt  smaller  minimum  amounts  as  follows:  for 
French,  first  year,  100  pages,  12mo. ; second  year,  200  pages,  12mo.  For 
German,  first  year,  50  pages,  12mo;  second  year,  150  pages,  12mo. 

THE  ELEMENTARY  COURSE  IN  FRENCH. 

First  Year. 

During  the  first  year  the  work  should  comprise : ( 1 ) Careful  drill 

in  pronunciation;  (2)  the  rudiments  of  grammar,  including  the  inflec- 
tion of  the  regular  and  the  more  common  irregular  verbs,  the  plural  of 
nouns,  the  inflection  of  adjectives,  participles,  and  pronouns;  the  use 
of  personal  pronouns,  common  adverbs,  prepositions,  and  conjunctions, 
the  order  of  words  in  the  sentence,  and  the  elementary  rules  of  syntax; 
(3)  abundant  easy  exercises,  designed  not  only  to  fix  in  the  memory  the 
forms  and  principles  of  grammar,  but  also  to  cultivate  readiness  in 
the  reproduction  of  natural  forms  of  expression;  (4)  the  reading  of 
from  100  to  175  duodecimo  pages  of  graduated  texts,  with  constant 
practice  in  translating  into  French  easy  variations  of  the  sentences 
read  (the  teacher  giving  the  English)  and  in  reproducing  from  memory 
sentences  previously  read;  (5)  writing  French  from  dictation. 

Second  Year. 

During  the  second  year  the  work  should  comprise : ( 1 ) The  reading 

of  from  250  to  400  pages  of  easy  modern  prose  in  the  form  of  stories, 
plays,  or  historical  or  biographical  sketches;  (2)  constant  practice, 
as  in  the  previous  year,  in  translating  into  French  easy  variations 
upon  the  texts  read;  (3)  frequent  abstracts,  sometimes  oral  and  some- 
times written,  of  portions  of  the  text  already  read;  (4)  writing  French 
from  dictation ; ( 5 ) continued  drill  upon  the  rudiments  of  grammar, 
with  constant  application  in  the  construction  of  sentences;  (6)  mastery 
of  the  forms  and  uses  of  pronouns,  pronominal  adjectives,  of  all  but 
the  rare  irregular  verb  forms,  and  of  the  simpler  uses  of  the  conditional 
and  subjunctive. 


4 


51 


Texts  Suggested. — First  Year. 

The  number  of  available  grammars  and  readers  is  large;  in  their 
selection  teachers  may  be  guided  by  their  point  of  view.  The  following 
are  mentioned  as  specimens: 

Chardenal’s  Complete  French  Course  (Allyn  & Bacon). 

Fraser  and  Squair’s  French  Grammar  ( Heath ) . 

Joynes’  Minimum  French  Grammar  (Holt). 

Super’s  French  Reader  ( Heath ) . 

Whitney’s  French  Reader  (Holt). 

Second  Year. — Suitable  texts  for  the  second  year  are: 

About’s  Le  Roi  des  Montagnes ; Bruno’s  Le  Tour  de  la  France ; 
Chateaubriand’s  Le  Dernier  Abencerage • Daudet’s  easy  short  tales; 
De  la  Bedolliere’s  La  Mere  Michel  et  Son  Chat ; Erckmann-Chatrian’s 
stories;  Feuillet’s  Le  Roman  d’un  Jeune  Homme  Pauvre;  Foa’s  Contes 
Biographiques  and  Le  Petit  Robinson  de  Paris ; Foncin’s  Le  Pays  de 
France ; Labiche  and  Martin’s  La  Poud're  aux  Yeux  and  Le  Voyage  de 
M.  Perrichon;  Legouv6  and  Labiche’s  La  Cigale  chez  les  Fourmis ; 
Malot’s  Sans  Famille;  Mairet’s  La  Tache  du  Petit  Pierre ; Merim6e’s 
Colomba ; extracts  from  Michelet;  Sarcey’s  Le  Siege  de  Paris ; Verne’s 
Stories. 

THE  ELEMENTARY  COURSE  IN  GERMAN. 

First  Year. 

During  the  first  year  the  work  should  comprise : ( 1 ) Careful  drill 

upon  pronunciation;  the  memorizing  and  frequent  repetition  of  easy 
sentences;  (2)  drill  upon  the  rudiments  of  grammar,  that  is,  upon  the 
inflections  of  the  articles,  of  such  nouns  as  belong  to  everyday  life,  of 
adjectives,  pronouns,  weak  verbs,  and  the  more  usual  strong  verbs,  also 
upon  the  use  of  the  more  common  prepositions,  the  simpler  uses  of  the 
modal  auxiliaries,  and  the  elementary  rules  of  syntax  and  word-order; 
(3)  abundant  easy  exercises  designed  not  only  to  fix  in  mind  the  forms 
and  principles  of  grammar,  but  also  to  cultivate  readiness  in  repro- 
duction of  natural  forms  of  expression;  (4)  the  reading'  of  from  75 
to  100  pages  of  graduated  texts  from  a reader,  with  constant  practice 
in  translating  into  German  easy  variations  upon  sentences  selected  from 
the  reading  lesson  ( the  teacher  giving  the  English ) , and  in  the  repro- 
duction from  memory  of  sentences  previously  read. 

Second  Year. 

During  the  second  year  the  work  should  comprise : ( 1 ) The  reading 

of  from  150  to  200  pages  of  literature  in  the  form  of  easy  stories  and 
plays;  (2)  accompanying  practice  as  before  in  the  translation  into 
German  of  easy  variations  upon  the  matter  read,  and  also  in  the  off- 
hand reproduction,  sometimes  orally  and  sometimes  in  writing,  of  the 


1 


52 


substances  of  short  and  easy  selected  passages;  (3)  continued  drill 
upon  the  rudiments  of  grammar,  directed  to  the  ends  of  enabling  the 
pupil,  first,  to  use  his  knowledge  with  facility  in  the  formation  of 
sentences,  and,  secondly,  to  state  his  knowledge  correctly  in  the  tech- 
nical language  of  the  grammar. 

Texts  Suggested. 

The  following  lists  contains  a portion  of  the  available  material  from 
which  texts  may  be  selected: 

Ball’s  German  Grammar  (Heath). 

Bierwirth’s  Beginning  German  (Holt). 

Thomas’s  Practical  German  Grammar  (Holt). 

Thomas  and  Harvey’s  German  Reader  (Holt). 

Hewett’s  German  Reader  (Macmillan). 

Anderson’s  Marchen  and  Bilderbuch  ohne  Bilder;  Arnold’s  Fritz  auf 
Ferien;  Baumbach’s  Die  Nona  and  Der  Schwiegersohn;  Gerstacker’s 
Germelshausen ; Heyse’s  L’Arrabbiata,  Das  Mddchen  von  Treppi,  Anfang 
und  Fade;  Hiller’s  Eoher  als  die  Kirche;  Jensen’s  Die  Braune  Erica ; 
Leander’s  Traumereien,  and  Kleine  Geschichten;  Seidel’s  Marchen; 
Stockl’s  Unter  dem  Christbaum ; Storm’s  Immensee  and  Geschichten  aus 
der  Tonne;  Zschokke’s  Der  Zerbrochene  Krug. 


SCIENCE 


For  reasons  well  known  to  all  who  are  familiar  with  our  educational 
conditions,  the  courses  in  science  in  our  rural  high  schools  have  of 
necessity  been  rather  meagre  up  to  this  time.  The  function  and  edu- 
cational value  of  science  in  all  well  organized  courses  of  study  are 
recognized,  but  it  has  not  yet  been  practicable  to  give  science  studies 
the  place  in  our  schools  that  their  importance  warrants.  We  all  realize 
that  this  side  of  our  high  school  work  must  be  emphasized  more,  and 
an  effort  made  to  strengthen  and  improve  it  as  rapidly  as  teachers 
trained  to  do  the  work  can  be  supplied.  Principals  are  urged,  there- 
fore, to  encourage  the  trustees  of  their  schools  to  make  adequate  pro- 
vision for  the  teaching  of  science.  School  officials  must  be  made  to  see 
that  this  phase  of  school  work  is  as  important  as  any  other,  and  that 
laboratory  room  and  apparatus  are  a necessary  part  of  the  school’s 
equipment. 

Chapters  on  Chemistry  and  Physical  Geography  appear  in  this  edi- 
tion of  the  Handbook.  It  was  planned  to  include  chapters  on  Physics, 
Botany,  and  Agriculture,  but  since  these  were  not  prepared  in  time  for 
this  edition,  we  hope  to  include  them  in  a later  edition. 

Physics.  Special  attention  should  be  given  to  definitions  of  physical 
terms  and  the  correctness  of  their  use.  The  use  of  words  is  not  a 
matter  of  choice  when  one  is  explaining  a physical  truth  or  describing 
a physical  event.  Accuracy  of  statement  should  be  made  a matter  of 
first  importance ; it  is  an  aid  as  well  as  an  exponent  of  accurate 
thinking. 

Inexpensive  or  even  improvised  apparatus  may  be  used  to  great 
advantage  in  illustrating  the  simpler  laws  and  principles.  The  knowl- 
edge that  the  student  has  acquired  from  observation  and  experience 
should  be  utilized,  and  he  should  be  shown  that  the  principles  and  laws 
of  physics  are  applicable  to  and  include  common,  everyday  occurrences. 

The  solution  of  problems  will  be  found  very  serviceable  in  fixing  the 
meaning  of  physical  quantities  and  their  relationships,  and  impressing 
upon  the  student  the  use  and  value  of  the  study. 

Agriculture.  Whenever  the  study  of  Agriculture  is  undertaken  in 
the  high  school,  a plot  of  land  of  sufficient  size  and  fertility  for  experi- 
ments and  demonstration  purposes  should  always  be  procured  in  easy 
reach  of  the  school.  To  obtain  land  for  this  purpose  will  be  an  easy 
matter  in  almost  all  our  rural  districts.* 

Other  Subjects.  The  principal  will  have  to  determine  by  his  teach- 
ing force  and  equipment  what  can  be  done  well  and  attempt  only  that 
until  better  facilities  can  be  provided. 

* A most  valuable  book  for  the  teacher  of  Agriculture  is  Davenport’s  Education  for  Effi- 
ciency (Heath).  This  volume  contains  excellent  outlines  of  courses  and  valuable  sugges- 
tions as  to  handling  them.  It  can  not  be  commended  too  highly  to  principals  and 
teachers. 


54 


First  Year. 

Introduction  to  Science  ( 3 periods ) . 

Texts  Suggested. 

Holden’s  Real  Things  in  Nature  (Macmillan). 

Carpenter’s  Industrial  Reader — Foods  and  Their  Uses  (Scribner). 
Second  Year. 

Physical  Geography  (3  periods). 

Texts  Suggested. 

Tarr’s  New  Physical  Geography  (Macmillan). 

Redway’s  Elementary  Physical  Geography  (Scribner). 

Dryer’s  Lessons  in  Physical  Geography  (American  Book  Co.). 

Third  Year. 

Physics  (3  periods);  or  Commercial  Geography  (3  periods). 

Texts  Suggested. 

( a ) Physics : 

Culler’s  Physics  (Lippincott) . 

Higgins’s  Lessons  in  Physics  ( Ginn  & Co. ) 

Hoadley’s  Elements  of  Physics  (American  Book  Co.). 

(b)  Commercial  Geography: 

Redway’s  Commercial  Geography  (Scribner). 

Trotter’s  The  Geography  of  Commerce  (Macmillan). 

Fourth  Year. 

Physics  (3  periods);  Agriculture  (3  periods)  ;#  Botany  (3  periods); 
or  Chemistry  (3  periods). 

Texts  Suggested. 

(a)  Physics: 

Carhart  and  Chute’s  High  School  Physics  (Allyn  & Bacon). 

Gage’s  Elements  of  Physics  (Ginn  & Co.). 

Nichols’s  The  Outlines  of  Physics  (Macmillan). 

(b)  Agriculture: 

Burkett,  Stevens  & Hill’s  Agriculture  for  Beginners  (Ginn  & Co.). 
Goff  & Mayne’s  First  Principles  of  Agriculture  (American  Book 
Co.). 

Jackson  & Daugherty’s  Agriculture  through  the  Laboratory  and 
School  Garden  (Orange,  Judd  & Co.). 

Bailey’s  Principles  of  Agriculture  (Macmillan). 

Warren’s  Elements  of  Agriculture  (Macmillan). 

(c)  Botany: 

Leavitt’s  Outlines  of  Botany  (American  Book  Co.). 

Andrews’s  Botany  All  the  Year  Round  (American  Book  Co.). 


CHEMISTRY* 


SHOULD  CHEMISTRY  BE  TAUGHT  IN  THE  HIGH  SCHOOLS  ? 

Teachers  everywhere  have  been  fast  awaking  to  the  fact  that  school 
training  should  primarily  be  designed  to  prepare  the  ninety-five  per  cent 
of  children  for  life — not  the  five  per  cent  for  college ; and  that  the  knowl- 
edge which  fits  the  child  best  for  life  is  that  which  enables  him  best  to 
understand  and  to  appreciate  his  surroundings. 

What  is  chemistry?  In  what  way  does  chemistry  touch  the  life  of 
the  average  man?  Will  a knowledge  of  chemistry  prove  of  benefit  to 
the  ordinary  laborer,  or  farmer,  or  mechanic,  or  business  man?  Such 
questions  have  been  often  asked  and  my  almost  invariable  reply  to  the 
questioner  is,  “Name  anything  about  you  with  which  chemistry  has  noth- 
ing to  do?”  It  makes  little  difference  as  to  the  reply — cloth,  paper, 
glass,  wood,  brick,  the  body  itself,  the  food  that  we  eat,  and  the  earth 
upon  which  we  walk — chemistry  teaches  of  the  constitution  of  these 
bodies,  of  the  way  in  which  they  are  made.  For  the  things  by  which 
we  are  surrounded,  and  we  ourselves,  are  made  up  in  a wonderful  way 
from  a very  few  simpler  bodies.  Just  as  brick  and  stone  and  wood  and 
mortar  can  be  used  to  make  a city  full  of  houses  each  different  from  the 
other,  so  a few  simpler  bodies  are  so  united  and  put  together  as  to  make 
all  of  the  wonderful  world  with  which  we  are  in  everyday  contact. 
Surely  it  is  interesting  to  know  something  of  the  things  of  which  this 
wonderful  world  is  made,  and  something  of  the  way  in  which  they  are 
put  together,  and  something  of  the  changes  which  they  undergo.  For  fire 
does  not  destroy  wood,  or  coal,  or  oil — it  merely  changes  them.  The 
food  we  eat  becomes  a part  of  our  body.  Similarly  trees  and  plants 
grow  because  they  absorb  the  necessary  food  from  the  soil  and  from 
the  air.  Some  knowledge  of  these  wonders  makes  life  broader  and  more 
full  of  meaning  and  of  pleasure.  Is  it  right  that  ninety-five  per  cent 
of  the  children  of  North  Carolina  should  grow  up  and  pass  their  lives 
in  total  ignorance  of  the  structure  and  changes  of  the  entire  world 
about  them? 

Chemistry  in  the  high  schools  should  be  made  a wonderfully  interest- 
ing study  and  a study  that  would  contribute  a lasting  interest  to  life; 
but  this  is  only  one  part  of  the  story.  Each  man’s  present  life — as  he 
lives  it  under  the  conditions  of  our  modern  civilization — has  been  made 
possible  only  by  the  knowledge  of  chemistry  which  the  world  has  come 
to  possess.  A knowledge  of  chemistry  has  made  possible  the  production 
of  iron  from  its  ores  and  every  step  of  civilization  has  been  dependent 
upon  that  knowledge.  But  that  industry  is  only  one  of  a hundred  indus- 
tries dependent  upon  a knowledge  of  chemistry  for  their  existence  or  for 

* This  chapter  was  prepared  by  Dr.  J.  E.  Mills,  of  Camden,  S.  C.,  formerly  Associate 
Professor  of  Physical  Chemistry  in  the  University  of  North  Carolina. 


56 


their  present  perfection.  The  production  of  copper  and  silver  and  lead 
and  tin  and  zinc  from  their  ores,  and  the  winning  of  gold,  are  dependent 
upon  chemical  processes.  The  chemist  explains  how  best  to  produce 
brick,  and  cement,  and  mortar  and  concrete,  for  the  purpose  in  view. 
He  supervises  the  manufacture  of  glass,  of  paints,  and  of  dyestuffs.  He 
is  a necessary  adjunct  to  the  sugar  refinery  and  of  the  soap  factory.  Not 
alone  for  the  material  of  the  printing  press,  but  for  the  paper  and  the 
ink  as  well,  a debt  is  owing  to  the  chemist.  He  aids  the  physician  with 
his  drugs  and  the  farmer  with  his  fertilizers.  To  his  care  is  largely 
entrusted  the  carrying  out  of  the  pure  food  law  and  the  inspection  of 
drinking  water.  The  above  are  only  examples.  Literally  in  a hundred 
ways  the  knowledge  of  the  chemist  touches  the  home  life  of  every  man, 
woman,  and  child  in  North  Carolina.  All  of  the  chemical  processes 
mentioned  and  the  numerous  others  can  be  taught  in  no  high  school. 
But  a foundation  for  further  reading  can  and  should  be  laid  and  some 
of  the  simpler  and  locally  more  important  processes  should  be  taught. 

There  is  yet  another  side  to  the  story — the  knowledge  of  chemistry 
may  prove  directly  useful  in  the  home  or  in  the  daily  life.  In  a village 
store  one  afternoon  I heard  a merchant  offer  a farmer  a good  price  for 
his  cotton  seed.  The  farmer  would  not  take  it,  saying  that  he  wished 
to  use  the  seed  for  fertilizer.  Then  the  merchant  offered  to  exchange 
cotton-seed  meal  for  the  seed.  Still  the  farmer  refused.  He  thought 
the  seed  was  the  best  fertilizer.  That  farmer  lost  nearly  $100  that 
afternoon  because  of  his  absolute  ignorance  of  chemistry.  The  mer- 
chant lost  also  because  he  failed  to  obtain  the  seed  that  he  wanted. 
That  same  merchant  offered  the  farmer  a fertilizer  at  $12  a ton.  The 
merchant  had  bought  several  carloads,  he  said,  because  it  was  so  cheap, 
and  it  had  not  risen  in  price  that  year  as  had  most  fertilizers.  The 
chemical  analysis  was  plainly  given  on  the  sample.  The  fertilizer  con- 
tained nothing  of  value  except  a little  lime.  The  merchant  was  not 
dishonest;  he  was  simply  ignorant.  But  the  farmers  near  that  little 
village  must  have  lost  several  hundred  dollars  that  year  by  buying  a 
fertilizer  that  was  of  little  real  benefit  to  them,  although  the  exact 
information  with  regard  to  the  fertilizer  was  on  each  sack.  The  chil- 
dren of  those  farmers  could  have  been  taught  in  a few  hours  the  knowl- 
edge necessary  to  prevent  such  a mistake. 

A little  knowledge  of  chemistry  enables  one  to  understand  far  better 
than  is  otherwise  possible  the  valuable  information  given  in  the  many 
useful  bulletins,  reports,  and  magazine  and  newspaper  articles,  on  such 
subjects  as  health,  hygiene,  sanitation,  pure  and  impure  foods,  pure 
and  impure  paints,  patent  medicines,  scientific  farming,  insecticides,  dis- 
infectants, wood  preservatives,  etc.  A little  knowledge  of  these  matters 
is  often  the  means  of  saving  many  dollars.  Sometimes,  too,  it  is  useful 
to  know  how  to  remove  a stain,  or  to  remember  that  the  antidote  for 
carbolic  acid  is  alcohol. 


57 


We  have  argued  that  chemistry  has  a place  in  the  high  school  curricu- 
lum because,  First — It  teaches  of  the  constitution  and  changes  of  the 
world  about  us  and  the  information  adds  a new  interest  to,  and  a new 
appreciation  of,  life.  Because,  second — The  advance  in  chemical  knowl- 
edge is  felt  in  a hundred  ways  in  every  home  life  today.  Because,  third 
— Chemistry  gives  much  specifically  useful  information.  To  these  points 
we  would  add  a fourth — Chemistry,  if  properly  taught,  is  one  of  the  best 
imaginable  subjects  to  train  the  pupil  to  see  for  himself,  to  think  for 
himself,  and  to  do  for  himself. 

SUGGESTIONS  AS  TO  THE  TEACHING  OF  CHEMISTRY. 

If  the  objects  for  which  chemistry  is  taught  are  kept  clearly  in  view, 
no  very  serious  errors  will  likely  be  made  in  the  method  of  teaching. 
The  following  hints  may  prove  of  help  to  some: 

1.  Interest  the  pupil  in  his  surroundings.  Get  him  to  asking  ques- 
tions about  the  composition  of  water,  air,  wood,  brick,  soil,  rocks,  sugar, 
salt,  food;  in  short,  anything  with  which  he  comes  in  contact,  and  ques- 
tions about  the  changes  which  these  bodies  do  and  can  undergo. 

2.  Interest  the  pupil  in  any  local  chemical  industry.  If  in  the  coun- 
try, pay  particular  attention  to  soils  and  fertilizers,  the  chemistry  of 
dairying  and  of  breadmaking,  etc.  Numerous  valuable  bulletins  can  be 
obtained  free,  or  with  but  slight  expense,  from  the  United  States  Depart- 
ment of  Agriculture  or  from  the  Superintendent  of  Documents  at  Wash- 
ington, D.  C.,  and  these  should  be  obtained  for  reference.  Have  at  least 
one  good  reference  book  on  industrial  chemistry,  such  as  Thorp’s  Outlines 
of  Industrial  Chemistry,  at  hand  and  encourage  the  pupil  to  read  about 
the  manufacture  of  any  article  in  which  he  has  become  interested.  lie 
will  remember  possibly  more  than  you  think,  but  the  habit  of  “looking 
things  up,”  if  once  acquired,  will  be  of  more  benefit  to  him  than  the 
immediate  knowledge  gained. 

3.  Keep  your  eyes  always  open  to  give  the  student  some  specifically 
useful  knowledge  about  soils  and  fertilizers,  paints,  dairying,  insecti- 
cides, disinfectants,  preservatives,  patent  medicines,  removing  stains, 
antidotes  for  poisons,  etc.  Some  seed  is  sure  to  fall  on  good  ground 
where  it  will  bring  forth  a hundred  fold. 

4.  Try  to  give  the  pupil  an  outline  of  chemical  science — its  primary 
laws  and  its  theories.  While  his  interest  is  being  aroused  and  certain 
useful  facts  are  being  taught  in  a more  or  less  hop,  skip,  and  jump 
fashion,  do  not  forget  that  chemistry  is  a science,  and  therefore  lay 
as  sure  a foundation  for  further  work  as  your  time  and  skill  will 
allow.  The  pupil’s  interest  is  at  first  the  great  thing  to  be  gained, 
but  guide  his  interest.  Don’t  follow  his  every  impulse,  but  in  addition 
to  any  side  questions  that  come  up,  make  some  definite  progress  in  a 
given  direction  with  each  lesson. 

5.  Remember  always  that  it  is  not  what  the  student  knows  but  what 
he  is  able  to  do  in  after  life  that  determines  his  success.  Therefore 


58 


in  all  of  your  teaching  make  the  pupil  think  for  himself  and  do  for 
himself.  Cultivate  his  imagination;  it  is  a valuable  aid  to  right 
thinking.  Every  question  asked  and  answered  by  the  pupil  himself 
is  worth  ten  asked  by  you  and  answered  by  the  pupil  with  your  aid. 
But  do  not  let  him  waste  too  much  time  foolishly.  Remember  that 
perhaps  most  of  his  questions  neither  you  nor  any  one  else  can  com- 
pletely answer. 

Teach  him  where  and  how  to  get  more  knowledge,  because  knowledge 
increases  the  power  to  do  things. 

6.  Review  constantly. 

7.  Illustrate  the  course  with  experiments  where  practicable. 

8.  Do  not  make  the  course  a mere  memory  exercise. 

9.  Do  not  try  to  cover  too  much  ground. 

10.  Do  not  design  the  course  primarily  to  satisfy  a college  entrance 
requirement.  Chemistry  is  not  required  for  entrance  in  any  college 
in  North  Carolina  at  the  present  time.  Do  not  be  over-anxious  to 
obtain  college  credit  for  the  course.  Some  day  the  colleges  and  universi- 
ties will  recognize  that  the  training  which  best  fits  a man  for  life 
should  be  acceptable  as  an  entrance  requirement,  and  adjustment  of 
credits  will  quickly  follow. 

SUGGESTIONS  AS  TO  THE  LABORATORY  EQUIPMENT. 

1.  The  laboratory  equipment  can  be  made  as  expensive  as  desired,  and 
in  many  cases  considerable  expense  is  justifiable;  but  an  expensive  equip- 
ment is  not  an  absolute  necessity.  If  only  a few  dollars  are  available, 
have  a set  of  shelves  made,  and  buy  some  test-tubes  (costing  about  a 
cent  apiece),  some  beakers  (costing  about  10  cents  apiece),  and  some  of 
the  cheaper  chemicals.  Many  of  them  will  not  cost  over  10  cents  a 
pound.  In  addition,  get  a set  of  cork  borers,  some  corks,  a considerable 
amount  of  glass  and  rubber  tubing  of  various  sizes,  alcohol  lamps,  test- 
tube  brushes,  and  some  empty  bottles,  etc.,  as  far  as  the  money  will  hold 
out.  With  such  an  outfit  much  can  be  done  to  illustrate  the  course  and 
make  it  interesting.  Let  any  interested  pupil  repeat  the  lecture  experi- 
ments, if  laboratory  work  is  not  given  regularly  as  a part  of  the  course. 
In  the  opinion  of  the  writer,  however,  laboratory  work,  though  such 
work  is  not  necessarily  performed  in  a laboratory,  should  always  be 
given  as  a part  of  the  course. 

2.  Chemicals  and  chemical  apparatus  can  be  imported  from  Germany 
duty-free  for  the  use  of  schools  and  colleges.  If  the  order  is  of  any 
size,  considerable  saving  (sometimes  25  per  cent)  can  be  made  by  hav- 
ing the  chemicals  and  apparatus  imported.  This  takes  about  three 
months.  The  firms  mentioned  below  are  reliable  and  will  quote  goods 
either  from  stock  or  for  duty-free  importation: 

Kny-Scheerer  Co.,  404  West  Twenty-seventh  Street,  New  York  City. 

Eimer  & Amend,  205-211  Third  Avenue,  New  York  City. 

A.  H.  Thomas  Co.,  1200  Walnut  Street,  Philadelphia,  Pa. 


59' 


3.  Most  of  the  necessary  chemicals  are  extremely  cheap,  many  costing 
not  over  10  cents  per  pound.  A pound  of  some  of  the  chemicals  will 
last  a good-sized  class  for  several  years,  other  chemicals  are  used  up 
much  more  rapidly.  The  cost  of  making  up  individual  packages  and 
the  cost  of  the  containers  is  such  that  no  money  is  saved  by  ordering 
small  quantities  (less  than  1 pound)  of  the  cheapest  chemicals. 

4.  Funnel  stands  and  test-tube  racks  can  be  made  by  any  carpenter. 
Iron  rods  of  suitable  size  let  into  the  desk  are  excellent  substitutes  for 
retort  stands. 


SUGGESTIONS  AS  TO  THE  LABORATORY  WORK. 

1.  The  laboratory  course  should  be  designed  to  increase  the  pupil’s  in- 
terest in  his  work,  to  increase  his  power  to  see,  think,  and  do  for  him- 
self, and  to  make  him  acquainted  with  the  chemicals,  methods  of  manipu- 
lation, reactions,  and  laws,  at  first  hand. 

2.  Have  the  pupil  keep  a laboratory  note  book,  and  insist  on  neatness 
and  on  clearness,  and  that  all  entries  shall  be  made  when  the  experiment 
is  performed. 

3.  The  attention  of  the  teacher  must  be  given  repeatedly  to  each  in- 
dividual student  while  in  the  laboratory. 

4.  Some  problems — the  more  the  better,  usually — should  accompany 
the  course  in  chemistry.  These  problems  should  always  be  practical  and 
may  be  made  more  of  a laboratory  than  a class  room  exercise. 

5.  Try  to  get  the  pupil  to  recognize  the  various  chemicals,  precipi- 
tates, etc.,  with  which  he  deals.  It  is  not  only  an  excellent  training  but 
likely  later  to  prove  of  some  benefit. 

6.  Sacrifice  some  of  the  experiments  “in  the  book”  for  some  more 
nearly  home-made.  The  added  interest  will  repay  the  trouble. 

7.  Make  the  student  think,  but  do  not  expect  him  to  rediscover  chem- 
ical laws,  or  to  prove  them.  A little  consideration  of  any  law  will  prob- 
ably show  you  that  you  could  not,  if  turned  loose  in  the  best  chemical 
laboratory  in  the  country,  prove  the  law  in  six  months.  Let  the  experi- 
ments illustrate  the  laws;  they  will  help  the  student  to  remember  and 
to  understand  them. 

8.  Do  not  expect  the  pupil  always  to  draw  your  conclusion,  without 
your  assistance,  from  an  experiment  assigned  by  you. 

TIME  TO  BE  ALLOTTED  TO  THE  COURSE  IN  CHEMISTRY. 

As  to  the  time  to  be  devoted  to  a study  of  chemistry,  a hard  and  fast 
rule  is  certainly  neither  possible  nor  desirable.  In  the  opinion  of  the 
writer,  in  a general  way  it  may  be  said  that  the  high  school  pupil  should 
be  required  to  devote  at  least  one-fifth*  of  his  entire  time  to  the 

* This  view  is  very  conservative.  The  joint  conference  of  the  conferences  on  Physics, 
Chemistry,  and  Astronomy,  on  Natural  History,  and  on  Geography  recommended  that 
at  least  one-fourth  of  the  High  School  course  should  be  devoted  to  these  subjects.  See 
Report  of  Committee  of  Ten,  1894.  Since  that  time  public  opinion  has  laid  greatly  addi- 
tional emphasis  upon  their  value. 


60 


“Science”  group  of  studies,  using  that  word  to  include  physiography  4" 

(physical  geography),  astronomy,  botany  (agriculture),  zoology  (physi- 
ology and  hygiene),  physics,  and  chemistry.  Further,  that  a certain 
portion  (say  one-fifth)  of  the  high  school  hours  should  be  elective,  thus 
enabling  science,  language,  history,  etc.,  to  be  further  emphasized. 

The  conference  on  physics,  chemistry,  and  astronomy  (see  report  of 
the  Committee  of  Ten)  recommended  that  200  hours  (periods)  of  the 
high  school  course  be  devoted  to  chemistry.  While  this  ideal  might  be 
kept  in  view,  it  will  probably  be  found  difficult  in  most  high  schools  to 
arrange  for  more  required  work  than  3 periods  a week  for  one  year 
to  be  devoted  to  chemistry  alone.  There  is  a great  advantage  in  making 
the  laboratory  period  a double  period. 

So  far  as  the  teaching  of  chemistry  itself  is  concerned,  it  can  doubt- 
less be  carried  on  with  greater  satisfaction  if  the  course  is  placed  in 
the  last  year  of  the  high  school,  and  this  is  the  most  logical  position. 

But  some  knowledge  of  chemistry  is  almost  essential  in  certain  parts 
of  other  science  courses.  Also,  physics  demands  such  mathematical 
training  that  some  are  desirous  of  postponing  this  study  also  to  the 
last  year  of  the  high  school.  For  these  reasons  chemistry  is  sometimes 
taught  before  physics  has  been  studied. 

SUGGESTIONS  AS  TO  TEXT-BOOKS  AND  REFERENCE  BOOKS. 

A text-book  should  be  chosen  with  reference  both  to  the  teacher  and 
to  the  pupil,  and  I can  not,  therefore,  recommend  the  “best”  text-book 
for  use.  The  text-books  differ  not  only  as  regards  style,  clearness,  and 
amount  of  subject-matter  introduced,  but  also  they  vary  greatly  in  the 
emphasis  placed  on  the  descriptive  side  of  chemistry  (the  facts),  as 
opposed  to  the  generalizations  (the  theories  and  laws)  underlying  the 
facts.  Also  they  vary  in  the  emphasis  placed  on  the  scientific  as  opposed 
to  the  practical  side  of  chemistry.  Let  teachers  note  these  differences 
and  select  a book  suitable  for  their  purpose. 

The  chapters  on  chemistry  in  Bert’s  First  Steps  in  Scientific  Knowl- 
edge (Lippincott  Co.),  and  Higgin’s  First  Science  Book  (Ginn  & Co.), 
are  suitable  for  the  grammar  school  or  the  first  year  of  the  high  school. 

These  chapters  should  not  take  the  place  of  a course  in  chemistry. 

The  following  list  of  text-books  is  given  with  the  desire  to  aid  in  the 
difficult  task  of  selecting  the  proper  book  from  among  the  many  that  are 
published: 

Very  elementary  books: 

Ostwald  & Morse:  Elementary  Modern  Chemistry  (Ginn  & Co.). 

Clarke  & Dennis:  Elementary  Chemistry  (American  Book  Co.). 

Avery:  School  Chemistry  (American  Book  Co.). 

More  advanced  books  and  yet  books  distinctly  suitable  for  high  schools 
are: 

Brownlee,  Fuller,  Hancock,  Sohon,  Whitsett:  First  Principles  of 
Chemistry  (Allyn  & Bacon). 


\ 


61 


Godfrey:  Elementary  Chemistry  (Longmans,  Green  & Co.). 

Jones:  Elements  of  Inorganic  Chemistry  (Macmillan  Co.). 

Remsen:  An  Introduction  to  the  Study  of  Chemistry  (Henry  Holt 
& Co.). 

McPherson  & Henderson:  Elementary  Study  of  Chemistry  (Ginn 
& Co.). 

All  of  these  books  except  the  one  by  Brownlee,  etc.,  contain  laboratory 
exercises,  or  the  laboratory  exercises  are  published  in  a separate  manual. 

If  the  text-book  adopted  does  not  sufficiently  emphasize  the  practical 
side  of  chemistry  the  teacher  should  not  hesitate  to  draw  material  for 
an  occasional  lesson  from  the  reference  books  mentioned  below: 

Lassar-Cohn:  Chemistry  in  Daily  Life  (Lippincott  Co.) . 

Bailey:  Text-book  of  Sanitary  and  Applied  Chemistry  (Macmillan 
Co.) . 

Dodd:  Chemistry  of  the  Household  (American  School  of  Home  Eco- 
nomics, Chicago,  111. ) . 

Thorp:  Outlines  of  Industrial  Chemistry  (Macmillan  Co.). 

A valuable  list  of  publications  for  free  distribution,  including  many 
on  different  phases  of  applied  chemistry  (foods,  soils,  fertilizers,  etc.), 
can  be  obtained  from  the  Secretary  of  Agriculture,  Washington,  D.  C. 
Also  a list  of  similar  publications  for  sale  at  a nominal  sum  can  be 
obtained  from  the  Superintendent  of  Documents,  Washington,  D.  C. 

The  list  of  reference  books  given  could  be  indefinitely  extended.  The 
free  use  of  reference  books  in  all  branches  should  be  encouraged  as  much 
as  possible. 

From  the  second  annual  report  of  the  State  Inspector  of  Public  High 
Schools  of  North  Carolina  it  would  seem  that  chemistry  was  taught  dur- 
ing the  session  of  1908-1909  in  only  6 of  the  160  public  high  schools, 
and  to  only  104  out  of  the  5,282  pupils.  Other  sciences  make  a much 
better,  though  as  yet  a very  poor,  showing.  Much  might  be  said  in 
excuse,  something,  perhaps  in  defense,  of  these  facts.  The  important 
point  is  to  change  them.  Any  discussion  of  the  situation  and  any  sug- 
gestions leading  to  its  improvement  will  be  greatly  appreciated  by  the 
Inspector  of  Public  High  Schools  or  by  the  writer. 


PHYSICAL  GEOGRAPHY* 


PURPOSE  OF  THE  COURSE TRAINING  FOR  SERVICE. 

The  study  of  the  earth  sciences  is  designed  not  merely  to  give  the 
pupil  a knowledge  of  facts  regarding  the  earth,  but  to  give  him  some 
insight  into  the  laws  of  nature,  and  to  train  him  in  such  a way  in  field 
observation  and  laboratory  practice  as  to  fit  him  for  effective  service 
in  whatever  field  of  labor  he  may  find  himself. 

It  is  the  same  old  story  with  all  effective  education,  which  comes 
through  seeing,  thinking,  doing.  No  other  subject  serves  this  purpose 
so  completely  as  geography,  which  Herbart  has  called  the  associating 
science. 

The  common  American  greeting,  “How  do  you  do?”  should  bring 
teachers  to  a realization  of  the  demand  of  the  land  and  the  times  for 
education  through  doing  and  education  for  doing;  and  geography  in  its 
various  aspects  has  more  relations  to  human  activity  than  any  other 
study  in  the  curriculum.  Its  intimate  connection  with  history  was 
long  ago  recognized;  and  all  of  us  are  what  we  are  largely  because  we 
are  where  we  are.  Yet  man,  through  a knowledge  of  his  surroundings, 
may  gain  a mastery  over  nature  or  adapt  himself  to  his  environment. 
That  education  is  best  which  gives  one  this  power. 

PHYSICAL  GEOGRAPHY  DEFINED. 

It  is  only  within  recent  years  that  geography  could  properly  be 
called  a science,  consisting  a generation  ago  of  little  more  than  a bald 
“description  of  the  earth,  its  phenomena,  its  countries,  and  its  inhabi- 
tants.” Then  physical  geography  had  a fairly  well  recognized  field  of 
knowledge,  not  clearly  delimited  it  is  true,  and  having  to  do  chiefly 
with  nature’s  more  spectacular  phases,  volcanoes,  earthquakes,  tides, 
tornadoes,  glaciers,  races  of  men,  but  dealing  in  nowise  in  a satisfactory 
way  with  the  causes  or  effects  of  these  physical  features  and  phe- 
nomena. The  knowledge  it  presented  was  well  worth  having,  and 
much  of  it  is  too  often  overlooked  in  our  elementary  work  to-day;  but 
its  methods  are  now  open  to  criticism. 

From  being  a mere  description  of  the  earth,  geography  to-day  includes 
not  only  the  phenomena  pertaining  thereto,  but  their  areal  distribution, 
and  the  causes  therefor.  This  phase  of  geography  had  its  origin  in 
America,  and  began  in  the  energetic  study  of  topographic  forms,  in- 
volving their  genesis  and  classification.  This  new  science  became 
known  as  physiography,  a name  borrowed  from  England,  where  the 
term  is  still  used  in  its  etymological  sense,  and  includes  the  whole 
realm  of  nature. 

*This  chapter  was  prepared  by  Mr.  Collier  Cobb,  Professor  of  Geology  in  the  University 
of  North  Carolina. 


63 


With  the  rebirth  of  physiography  came  the  introduction  into  it  of 
the  laboratory  method  of  teaching,  thus  putting  it  on  the  same  basis 
as  other  physical  sciences.  To-day  both  physical  geography  and  physi- 
ography are  clearly  recognized  as  distinct  phases  of  earth  science,  and 
of  very  unequal  difficulty;  physical  geography  should  be  taught  to  all 
pupils  as  the  geographic  course  preceding  the  high  school,  or  in  the  first 
year  of  the  high  school;  physiography  is  to  be  offered  toward  the  close 
of  the  high  school  course.  Advanced  physiography  is  distinctly  a 
university  study. 

The  confusing  of  two  ideas  and  the  effort  to  adapt  the  more  special- 
ized course  to  young  pupils  who  need  a broad,  interesting,  unspecial- 
ized introduction  to  earth  science,  has  deprived  the  pupil  in  the  grammar 
grades  of  an  interesting  study  and  a distinctive  stimulus  to  the  imagi- 
nation, which  President  Eliot  has  spoken  of  as  the  greatest  of  human 
powers  no  matter  in  what  field  it  works.  True,  advanced  physiography 
demands  a well-ordered  imagination  in  the  university  student,  which 
does  not  come  at  his  bidding  unless  he  has  had  proper  training  in  the 
grammar  grades;  but  the  subject  as  taught  in  the  colleges  is  powerless 
to  develop  this  imagination  in  the  younger  pupils  of  the  schools. 

PRESENTATION  OF  THE  SUBJECT. 

In  presenting  the  subject  of  physical  geography,  the  teacher  should 
have  constantly  in  mind  that  he  is  training  the  pupil  for  life,  for  a 
proper  appreciation  and  understanding  of  his  surroundings,  rather 
than  fitting  him  for  college.  He  should  bring  himself  to  a realization 
of  the  meaning  and  scope  of  his  subject,  dealing  with  real  things,  and 
touching  life  at  every  point.  Physical  geography  is  coming  more  and 
more  to  be  the  study  of  the  earth  in  relation  to  life;  and  the  earth  is 
to  be  looked  upon  as  a field  for  the  development  of  organic  life. 

Mackinder  of  Oxford  has  defined  geography  as  a study  of  the  present 
in  the  light  of  the  past.  When  thus  conceived  it  forms  a fitting  com- 
plement to  geology,  which,  as  defined  by  the  same  author,  is  the  study 
of  the  past  in  the  light  of  the  present.  The  studies  are  inseparable, 
and,  up  to  a certain  point,  their  physical  aspects  may  be  well  followed 
together  under  some  such  name  as  physiography.  (Davis.) 

But  geology  is  the  science  which  investigates  the  history  of  the  earth, 
and  the  rocks  of  the  earth’s  crust  contain  the  records  of  this  history. 
Geological  study  shows,  too,  that  forces  similar  to  those  of  the  present 
have  been  operating  in  the  past,  and  most  naturalists  believe  that  they 
are  sufficient,  given  ample  time,  to  account  for  all  the  changes  that  have 
taken  place  in  the  earth’s  crust.  But  geography  is  only  geology  in  the 
making.  It  is  to  geology  what  the  daily  newspaper  is  to  history. 

STUDYING  THE  MATERIALS  OF  THE  EARTH’S  CRUST. 

There  is  no  reason,  then,  for  deferring  until  the  college  years  the 
study  of  common  rocks.  The  child,  even  in  the  kindergarten,  may  gain 


64 


a speaking  acquaintance  with  them,  may  know  them  when  he  meets 
them  in  the  road.  The  characters  by  which  they  may  be  recognized, 
and  something  of  their  history,  he  may  learn  by  direct  observation  and 
simple  experiment.  To  let  a single  example  suffice:  he  may  learn 
readily  that  sandstone  is  simply  grains  of  sand  cemented  together,  and 
the  size  and  shape  of  the  grains  as  well  as  the  nature  of  the  cement  he 
may  discover  for  himself,  if  the  teacher  will  direct  as  well  as  guide 
the  pupil’s  interest.  Similarly,  the  child  should  learn  at  first  hand 
something  of  plants  and  of  animals. 

Now  all  of  this  may  not  be  physiography,  but  it  does  lie  at  the  very 
foundation  of  the  study  of  physical  geography,  and  is  within  the  com- 
prehension of  the  children  in  the  grammar  grades,  certainly  within  the 
comprehension  of  pupils  in  the  first  year  of  the  high  school. 

FIELD-WORK. 

The  larger  physiographic  processes,  requiring  direct  observation  out  of 
doors  and  on  a larger  scale  than  the  laboratory  study  of  rocks,  are  a 
little  more  difficult;  but  the  processes  of  weathering,  the  protective  or 
destructive  work  of  plants,  of  earth-worms,  of  ants,  of  the  wind,  the 
work  of  frost,  may  all  be  noted  in  any  neighborhood.  The  teacher  may 
not  go  very  far  afield  with  his  pupils,  but  an  interest  in  regional 
geography  may  be  developed  and  lead  to  valuable  results  in  a depart- 
ment of  geography  just  now  too  much  neglected. 

All  this  leads  to  a knowledge  of  the  simpler  facts  of  physical  geogra- 
phy, of  which  there  is  such  inexcusable  ignorance,  even  among  persons 
otherwise  well  educated,  that  the  French  geologist  De  Launay  recently 
published  an  article  in  La  Nature  (Paris,  June  25),  calling  attention 
to  the  inexcusable  ignorance  of  these  subjects  shown  by  authors  of 
renown,  and  often  even  where  their  departments  of  learning  demanded 
such  elementary  knowledge.  De  Launay  calls  it  geology,  but  it  is  just 
as  truly  physical  geography. 

The  effort  made  a few  years  ago  to  write  physiography  down  to  the 
comprehension  of  our  public  school  pupils  well  nigh  destroyed  the  in- 
terest in  physical  geography.  In  consequence  of  this  there  is  now  a 
strong  tendency  to  return  to  the  plan  of  giving  “a  broad,  unspecialized 
but  vivid  course  in  physical  geography.”  Such  a course  is  already 
represented  in  our  schools,  but  it  needs  to  be  brought  more  in  accord 
with  modern  needs  and  modern  scientific  methods.  It  is  with  the 
problems  of  such  a course  that  we  are  immediately  concerned. 

The  choice  of  subject  matter,  the  topics  to  be  treated  in  this  intro- 
duction to  earth  science,  may  be  regarded  as  an  open  question.  “If  the 
subject  matter  now  given  in  physical  geography  be  ranged  in  the  order 
of  difficulty  beginning  with  the  easiest,  it  would  probably  divide  itself 
somewhat  as  follows : ( 1 ) common  rocks  and  simple  dynamics,  sub- 

ject to  direct  observation  and  experiment;  (2)  unobserved  but  spec- 


65 


tacular  forms  and  processes,  the  descriptive  material  such  as  consti- 
tuted the  bulk  of  physical  geography  twenty  years  ago;  (3)  genesis* 
and  classification  of  land  forms.”  (Fenneman. ) 

COMMON  MINERALS  AND  ROCKS. 

“The  subject  of  common  minerals  and  rocks  is  not  only  relatively 
easy  of  comprehension,  but  calculated  to  hold  the  interest  of  children. 
The  subject  is  eminently  concrete  and  needs  little  imagination.  The 
facts  need  pointing  out  rather  than  explaining.”  A number  of  years 
ago  (1883-’84)  the  writer  gave  a course  in  the  common  minerals  and 
rocks  to  seventh  and  eighth  grade  pupils  in  the  Wilson  Graded  School 
who  took  the  course  with  enthusiasm,  and  made  and  cared  for  a fine 
collection  of  the  common  minerals  and  rocks  of  the  county,  a county 
not  supposed  to  possess  any  minerals.  Crosby’s  Common  Minerals  and 
Rocks  (60  cents)  was  used  in  connection  with  the  study.  Though  now 
decidedly  out  of  date,  this  little  book  is  still  the  best  for  the  pupil’s  use; 
but  the  teacher  should  make  constant  use  of  such  a manual  as  Pirs- 
son’s  Rocks  and  Rock  Minerals  ($2.50).  The  subject  is  far  simpler 
and  easier  than  the  systematic  study  of  land  forms,  and  is  certainly 
adapted  to  younger  minds. 

GEOGRAPHIC  PROCESSES. 

I can  not  do  better  than  to  quote  again  from  Professor  Fenneman: 
“Probably  a little  more  difficult  than  the  study  of  rocks  is  that  of  those 
processes  which  may  be  subject  to  direct  observation  or  experimentation. 
It  is  assumed  here  that,  in  the  main,  each  process  can  be  watched  while 
it  makes  appreciable  progress,  as,  for  example,  evaporation,  or  the  solu- 
tion of  limestone  in  water  carbonated  by  the  breath,  or  transportation 
along  a beach;  or  the  process,  if  not  watched,  may  be  one  which  appeals 
to  the  imagination  as  a single  act,  as  the  breaking  of  a rock  by  frost; 
or  one  whose  evidences  are  vividly  concrete,  as  the  oxidation  of  a rock 
with  change  of  color.  Of  this  nature  are  most  of  the  weathering  proc- 
esses. Consider  the  natural  sand  blast,  the  making  of  caves,  the  work 
of  plant  roots,  of  earth  worms,  etc. ; the  issuance  of  spring  waters,  etc. ; 
the  rounding  of  stones  and  the  production  of  sand  and  mud  by  attrition; 
the  undercutting  of  stream  banks;  transportation  in  solution,  in  sus- 
pension and  at  the  bottom  of  the  streams,  etc.  All  these  and  many 
others  are  so  simple  that  they  need  pointing  out  rather  than  explain- 
ing, and  once  consciously  observed,  they  will  offer  a constant  allure- 
ment to  the  observation  of  natural  processes,  preparing  the  mind  for 
more  technical  studies.  * * * It  is  certainly  easier  than  the  study 

of  land  forms,  and  fitted  to  interest  younger  minds.  The  strain  on  the 
imagination  begins  when  the  topographic  effects  of  these  processes  are 
considered.  That  much  of  this  study  of  processes  is  commonly  called 
geology,  and  left  to  be  taught  under  that  name,  can  not  be  considered 
as  a matter  of  weight.” 

3 


66 


BOOKS  AND  APPLIANCES. 

• 

The  Maury’s  Physical  Geography  of  the  seventies  presented  in  a way 
unsurpassed  in  its  time  the  kind  of  descriptive  geography  best  suited 
for  informing  the  pupil  of  the  world  about  him  and  stimulating  his 
imagination.  The  earth  as  a planet,  the  air,  the  ocean,  and  the  land, 
the  life  and  products  of  the  earth,  with  their  geographic  distribution 
and  physical  relations,  all  recognized  today  as  the  principal  themes  of 
a well-ordered  geography  course,  receive  there  a treatment  stimulating 
to  the  pupil  and  fully  in  accord  with  the  best  knowledge  and  pedagogical 
methods  of  the  last  generation.  The  pity  is  that  such  an  admirable 
book  has  been  revised  out  of  existence  in  an  effort  to  incorporate  in 
it  material  and  methods  properly  belonging  to  a college  course,  and 
just  beyond  the  reach  of  the  average  high  school  pupil.  It  is  fortunate 
for  the  pupil  entering  on  this  part  of  the  study  if  his  grammar  school 
work  has  been  done  with  some  such  book  as  Frye’s  Complete  Geography, 
or  the  Natural  Advanced  Geography  of  Redway  and  Hinman,  or  the 
Tarr  and  McMurry  geographies.  But  a suitable  book  for  the  course  in 
physical  geography  here  outlined  has  yet  to  be  written;  and  this  is 
doubtless  best  for  the  teacher,  as  it  forces  him  to  go  to  original  sources 
of  information,  to  geographical  journals,  and  to  the  discussions  of  men 
actively  engaged  in  geographical  investigation  and  instruction. 

The  genesis  and  classification  of  land  forms  is  a far  more  difficult 
subject.  An  acquaintance  with  the  common  rocks  and  some  knowledge 
of  nature’s  processes  gained  by  first-hand  study  will  gradually  lead  the 
pupil  to  trust  his  own  eyes  “in  matters  where  process  is  revealed  by 
form,  as  when  the  undercutting  of  a cliff  is  revealed  by  its  steepness, 
or  the  splitting  of  a ledge  by  frost  is  known  by  the  presence  of  a talus, 
or  the  weathering  of  a limestone  is  shown  by  a yellow  shell  surrounding 
a blue  interior.  It  is  easy  to  find  many  illustrations  in  almost  every 
locality.  It  is  practicable  to  bring  indoors  many  specimens  to  be  used 
in  a similar  way,  and  when  a start  is  thus  obtained  by  observing  nature 
itself,  pictures  may  be  used  for  the  same  purpose.”  (Fenneman.) 

Then  the  better  known  land  areas  may  be  described  in  accordance 
with  the  knowledge  thus  gained  at  first  hand  under  the  guidance  of  a 
skillful  teacher;  or,  if  the  course  is  given  in  one  year,  this  work  had 
best  be  confined  to  our  own  continental  area.  Some  attention  should  be 
given  to  modeling  and  map  drawing.  The  proper  use  of  topographic 
maps  should  be  learned.  The  little  book  on  Governmental  Maps,  by 
Davis,  King  and  Collie,  will  be  a great  help  with  this  part  of  the  work. 
Professional  Paper  No.  60,  of  the  U.  S.  Geological  Survey,  on  The  Inter- 
pretation of  Topographic  Maps  is  indispensable  to  the  teacher,  and  may 
be  purchased  from  the  Superintendent  of  Documents  at  Washington. 
Map  Making  and  Map  Reading,  by  Robert  M.  Brown,  in  the  Journal 
of  Geography,  February,  1904,  will  be  found  very  helpful.  Goode’s  Sun 
Board  is  a simple  instrument  which  is  invaluable  to  the  teacher  who 
would  make  geography  something  real  to  his  pupils.  It  may  be  used 


67 


for  a variety  of  purposes,  among  them  to  establish  the  true  meridian 
of  the  observer  and  to  determine  his  latitude.  It  is  manufactured  by 
the  Central  Scientific  Company  of  Chicago,  and  sold  by  them  for  $12 

net. 

Enough  practical  use  should  be  made  of  the  weather  maps  furnished 
by  the  government  to  give  the  pupil  an  understanding  of  the  general 
principles  of  weather  changes  and  forecasts.  Davis’s  Practical  Exer- 
cises in  Physical  Geography  is  a valuable  little  book.  But  the  teacher, 
having  thoroughly  acquainted  himself  with  his  subject,  must  work  out 
his  own  methods  in  the  field  and  laboratory.  The  best  books  are  full 
of  excellent  illustrations,  and  they  also  furnish  many  references  to  the 
literature  of  the  several  subjects.  Fairbanks’s  Practical  Physiography 
is  especially  worthy  of  note  on  account  of  its  illustrations. 

The  teacher  should  own  a copy  of  Salisbury’s  Physiography.  He 
should,  of  course,  be  a subscriber  to  such  a periodical  as  the  Journal 
of  Geography  (Madison,  Wisconsin,  $1),  and  can  get  much  help  with 
the  second  part  of  the  course  from  the  'National  Geographic  Magazine 
(Washington,  D.  C.,  $2.50).  He  should  own  some  standard  text-book 
of  geology.  LeConte’s  Elements  of  Geology  ($4)  presents  the  subject 
in  the  most  attractive  way,  but  it  has  not  been  kept  fully  abreast  of 
geological  progress.  The  College  Geology  of  Chamberlin  and  Salisbury 
($3.50)  is  very  valuable,  and  every  geography  teacher  should  begin  his 
professional  library  with  The  New  Basis  of  Geography  ($1.50),  by 
Jaques  W.  Redway.  A suggestive  book  for  the  teacher  is  Sutherland’s 
The  Teaching  of  Geography,  and  every  teacher  should  own  a copy  of 
Hodge’s  Nature  Study  and  Life  (Ginn  & Co.). 

Above  all,  the  teacher  should  prepare  himself  to  teach  such  a course. 
He  may  get  much  help  by  attending  a good  summer  school  where 
physical  geography  is  taught.  He  will  find  a magic  lantern  an  invalu- 
able aid  in  his  work.  Text-book  illustrations  should  be  supplemented  by 
diagrams,  photographs,  lantern  slides,  etc.,  and  should  be  further  en- 
forced by  frequent  trips  to  points  of  interest  out  of  doors.  Is  such  a 
course  as  that  here  indicated  possible  in  the  high  schools  of  North  Caro- 
lina? Clearly,  yes;  but  we  can  not  come  to  it  immediately,  but  must 
work  up  to  it  carefully  and  by  degrees. 


MUSIC,  DRAWING,  DOMESTIC  SCIENCE,  AND 
MANUAL  TRAINING 


Because  no  place  has  been  provided  in  the  curriculum  for  these  sub- 
jects it  does  not  mean  that  their  educational  value  and  importance  are 
not  recognized,  and  that  therefore  they  must  be  ignored.  Music  and 
Drawing  ought  to  be  given  in  every  public  school  in  the  land.  Domestic 
Science  and  Manual  Training  should  be  introduced  into  our  rural  schools 
as  early  as  possible.  Our  cities  and  towns  are  providing  for  the  teach- 
ing of  these  branches  in  their  schools,  but  very  few  of  our  rural  schools 
have  yet  been  able  to  follow  in  their  lead.  Wherever  it  is  possible 
for  a principal  to  provide  the  necessary  equipment,  and  to  secure  teachers 
who  can  give  instruction  in  these  subjects,  it  is  earnestly  recommended 
that  he  do  so.  The  State  Department  of  Public  Instruction  is  ready  at 
all  times  to  encourage  instruction  in  these  neglected  subjects  and  to 
render  any  assistance  that  it  can  in  providing  for  their  introduction  and 
in  stimulating  a greater  interest  in  them. 


COURSES  OF  STUDY  BASED  UPON  THE  UNIT  SYSTEM 


There  will  doubtless  be  high  school  principals  who  will  desire  more 
flexible  courses  of  study  than  those  outlined  in  the  earlier  part  of  this 
pamphlet.  Therefore,  the  following  courses  are  suggested.  If  he  pre- 
fers to  do  so,  the  principal  may  adopt  one  of  these  courses  and  then 
choose  the  elective  work  according  to  the  qualifications  of  his  teachers 
or  the  demands  of  his  community.  The  8-unit  course  is  for  the  school 
having  only  one  high  school  teacher,  the  12-unit  course  for  the  school 
having  two  teachers,  and  the  16-unit  course  for  schools  having  two  or 
more  teachers. 

In  the  16-unit  course  it  will  be  seen  that  there  are  6 elective  units. 
These  might  be  made  up  of  4 units  of  Latin  and  2 of  Greek;  or,  3 of 
Latin,  2 of  French  or  German  and  1 of  Science,  English  or  History;  or, 
2 of  French,  2 of  German,  and  2 of  Science  or  History;  or,  the  six  units 
might  be  made  up  in  some  other  combination  of  this  sort.  And  so  may 
the  2 elective  units  in  the  8-unit  course  be  chosen,  and  the  4 elective 
units  in  the  12-unit  course. 

SUGGESTED  COURSES. 

TWO-YEAR  COURSE. 

(8  Units.) 

Required  Studies. 


English  2 units. 

Mathematics  2 units. 

History  1 unit. 

Science  1 unit. 

Elective  2 units. 


THREE-YEAR  COURSE. 
( 12  Units.) 

Required  Studies. 


English  3 units. 

Mathematics  3 units. 

History  1 unit. 

Science  1 unit. 

Elective  4 units. 


FOUR- YEAR  COURSE. 
(16  Units.) 

English  

Mathematics  

History  

Science  

Elective  


3%  units, 
3%  units. 
2 units. 

1 unit. 

6 units. 


70 


HIGH  SCHOOL  SUBJECTS'. 

AND  THEIR  TIME  ALLOTMENT  AND  VALUATION  UPON  THE  UNIT  BASIS. 

The  studies  that  may  be  pursued  in  the  foregoing  courses  are  here 
given  a valuation  based  upon  the  unit  system.  Both  the  amount  of 
work  that  may  be  done  in  a subject  and  the  time  devoted  to  it  are  indi- 
cated, and  upon  these  two  things  is  the  unit  reckoned.  For  instance, 
the  time  to  be  devoted  to  4 books  of  Csesar  is  one  full  school  year  of  nine 
months  of  5 forty-minute  recitation  periods  a week.  If  a school  gives 
a full  year  to  this  subject  but  has  only  3 forty-minute  periods  a week, 
then  the  work  of  that  school  in  Csesar  will  be  valued  at  3-5  of  a unit. 
Or,  suppose  a class  in  English  history  meets  5 times  a week  for  the 
school  year  of  nine  months  but  has  recitation  periods  of  only  thirty 
minutes  each,  then  the  work  of  that  class  will  be  valued  at  3-4  of  a 
unit.  Or,  again,  suppose  a school  devotes  5 forty-minute  periods  a week 
to  the  study  of  Physics  but  has  a term  of  only  six  months,  then  the  work 
of  that  school  in  Physics  will  be  valued  at  2-3  of  a unit. 

Hence,  it  will  be  seen  that  a unit  of  work,  so  far  as  the  time  element 
is  concerned,  means  5 forty-minute  recitation  periods  a week  for  a school 
year  of  nine  months  or  thirty-six  weeks.  Upon  this  basis  will  the  public 
high  school  work  be  valued  and  the  public  high  schools  standardized. 


English. 

Grammar,  Composition,  and  Rhetoric 1 unit. 

Literature  for  Reading  and  Practice 1%  units. 

Literature  for  Study  and  Practice 1%  units. 

Mathematics. 

Advanced  Arithmetic  1 unit. 

Algebra — (a)  to  Quadratics  1 unit. 

Algebra — (b)  Quadratics,  Binominal  Theorem,  and  Pro- 
gressions   % unit. 

Plane  Geometry  1 unit. 

Solid  Geometry  Vi  unit. 

History. 

Ancient  History  to  800  A.  D 1 unit. 

Mediaeval  and  Modern  History  1 unit. 

English  History  1 unit. 

American  History  and  Civics  1 unit. 

Latin. 

Grammar  and  Composition  1 unit. 

Caesar,  4 Books  1 unit. 

Cicero,  6 Orations  1 unit. 

Vergil,  6 Books 1 unit. 


71 


Greek. 

Grammar  and  Composition  1 unit. 

Xenophon,  4 Books  of  the  Anabasis 1 unit. 

Modern  Languages. 

Elementary  German  2 units. 

Elementary  French  2 units. 

Science. 

Physical  Geography  1 unit. 

Physics  1 unit. 

Botany  1 unit. 

Chemistry  1 unit. 

Agriculture  1 unit. 

Elementary  Zoology  % unit. 

Advanced  Physiology  % unit. 


HELPFUL  BOOKS  FOR  HIGH  SCHOOL  TEACHERS 


The  Work  of  the  Teacher: — To  help  the  young  soul ; to  add  energy,  inspire  hope, 
and  blow  the  coals  into  a useful  flame;  to  redeem  defect  by  a new  thought,  by  firm  action; 
that  is  the  work  of  divine  men. — Emerson. 

No  progressive  high  school  teacher  can  afford  to  lag  behind  his  fellows 
in  professional  preparation.  If  he  is  really  interested  in  the  great  busi- 
ness of  educating,  he  will  find  time,  however  burdensome  and  exacting 
his  classroom  duties  may  be,  to  read  and  study  some  of  the  masterpieces 
of  educational  literature.  If  he  is  a thoughtful  teacher,  he  will  want 
to  know  certainly  the  leading  facts  of  educational  history  and  the  main 
outlines  of  educational  theory;  he  will  form  some  acquaintance  with  the 
great  educational  reformers  of  the  past  and  with  the  leaders  of  educa- 
tional thought  of  the  present;  he  will  not  be  content  to  remain  ignorant 
of  educational  conditions  existing  in  other  countries  and  in  other  States 
of  his  own  country;  he  will  need  the  help  and  inspiration  that  come 
from  a knowledge  of  these  things,  and  without  this  knowledge  he  and 
his  classes  will  too  often  blunder  along  in  darkness  when  they  ought  to 
be  walking  in  the  light.  There  is  no  excuse  for  the  enlightened  teacher 
today  who  repeats  the  mistakes  and  blunders  of  the  teacher  of  a century 
ago.  It  is  his  imperative  duty  to  keep  abreast  of  the  best  educational 
thought  and  practice  of  his  time.  This  duty  he  owes  to  himself,  to  his 
pupils,  and  to  the  State.  In  order  to  do  this  he  must  become  well  read 
in  educational  literature. 

Every  high  school  teacher  should  begin  as  early  as  possible  to  get  to- 
gether for  himself  a small  collection  of  helpful  books.  He  should  always 
have  access  to  several  high  school  texts  on  each  subject  in  addition  to 
those  employed  for  class  use. 

The  following  list  is  by  no  means  complete.  Scores  of  other  valuable 
and  helpful  books  might  be  included,  but  it  is  impossible  to  give  the 
favorites  of  all  teachers,  for  books  differ  as  do  people. 

Books  marked  with  an  asterisk  are  recommended  as  especially  helpful. 
These  should  be  purchased  first  if  the  teacher  is  forming  a professional 
library. 

HISTORY  OF  EDUCATION. 

*Brown’s  The  Making  of  Our  Middle  Schools  (Longmans). 

*Browning’s  Educational  Theories  (A.  S'.  Barnes  & Co.). 

Boone’s  Education  in  the  United  States  (Appleton). 

Compayre’s  The  History  of  Pedagogy  (Heath). 

De  Guimps’s  Pestalozzi,  His  Life  and  Work  (Appleton). 

Davidson’s  A History  of  Education  (Scribner). 

Graves’s  History  of  Education  (Macmillan). 

*Kemp’s  History  of  Education  (Lippincott) . 

Misawa’s  Modern  Educators  and  Their  Ideals  (Appleton). 

*Monroe’s  History  of  Education  (Macmillan). 


73 


Page’s  Froebel,  The  Man  and  His  Work  (Milton  Bradley  & Co.). 

* Painter’s  A History  of  Education — Revised  Edition  (Appleton). 

* Quick’s  Educational  Reformers  (Appleton). 

Seeley’s  History  of  Education  (American  Book  Co.). 

Winship’s  Great  American  Educators  (American  Book  Co.). 

THEORY  OF  EDUCATION. 

Bagley’s  The  Educative  Process  ( Macmillan ) . 

Comenius’s  The  School  of  Infancy  ( Heath ) . 

* Dewey’s  The  School  and  Society  (University  of  Chicago  Press). 
Froebel’s  The  Education  of  Man  (Appleton). 

Hall’s  Youth — Its  Education,  Regimen  and  Hygiene  (Appleton). 
*Hanus’s  Educational  Aims  and  Educational  Values  (Macmillan). 
Horace  Mann’s  Lectures  on  Education  (Lee  & Shepard). 

James’s  Psychology — Briefer  Course  (Holt). 

Pestalozzi’s  Leonard  and  Gertrude  ( Heath ) . 

Rousseau’s  Emile  (Appleton). 

*Spencer’s  Education  (Appleton). 

PRINCIPLES'  AND  METHODS. 

Boyer’s  Principles  and  Methods  of  Teaching  (Lippincott) . 

*Bryan’s  The  Basis  of  Practical  Teaching  (Silver). 

*De  Garmo’s  Principles  of  Secondary  Education  (Macmillan). 

*De  Garmo’s  The  Essentials  of  Method  (Heath). 

Hamilton’s  The  Recitation  (Lippincott). 

Horne’s  Psychological  Principles  of  Education  (Macmillan). 

*Hughes’s  FroeheVs  Educational  Laws  for  all  Teachers  (Appleton). 
*McMurry’s  The  Elements  of  General  Method  (Macmillan). 
*McMurry’s  The  Method  of  the  Recitation  (Macmillan). 

*McMurry’s  How  to  Study  and  Teaching  How  to  Study  (Houghton, 
Mifflin  Co.). 

O’Shea’s  Dynamic  Factors  in  Education  (Macmillan). 

Page’s  Theory  and  Practice  of  Teaching  (American  Book  Co.). 
*Parker’s  Talks  on  Pedagogics  (A.  S.  Barnes  & Co.). 

Putnam’s  A Manual  of  Pedagogics  (Silver). 

Roark’s  Method  in  Education  (American  Book  Co.). 

Roark’s  Psychology  in  Education  (American  Book  Co.). 

*Thorndike’s  Principles  of  Teaching  (A.  G.  Seiler,  N.  Y. ). 

MANAGEMENT,  ADMINISTRATION,  AND  SUPERVISION. 

Bagley’s  Classroom  Management  (Macmillan). 

*Brown’s  The  American  High  School  (Macmillan). 

Chancellor’s  Our  Schools,  Their  Administration  and  Supervision 
( Heath ) . 


^Gilbert’s  The  School  and  Its  Life  (Silver). 

*Hollister’s  High  School  Administration  (Heath). 

*Hughes’s  Mistakes  in  Teaching  (A.  S.  Barnes  & Co.). 

McMurry’s  How  to  Conduct  the  Recitation  (A.  S.  Barnes  & Co.). 
White’s  School  Management  (American  Book  Co.). 

HELPFUL  BOOKS  ON  ENGLISH. 

Bates’s  Talks  on  the  Writing  of  English  (Houghton,  Mifflin  & Co.) 
*Bates’s  Talks  on  the  Study  of  Literature  (Houghton,  Mifflin  & Co.). 
*Brooks  and  Hubbard’s  Composition-Rhetoric  (American  Book  Co.). 
Burt’s  Literary  Landmarks  (Houghton,  Mifflin  & Co.). 

*Carpenter,  Baxter  and  Scott’s  The  Teaching  of  English  (Longmans). 
*Chubb’s  The  Teaching  of  English  (Macmillan). 

Colby’s  Literature  and  Life  in  School  (Houghton,  Mifflin  & Co.). 
*Heydrick’s  How  to  Study  Literature  (Hinds  & Noble). 

McMurry’s  Special  Method  in  the  Reading  of  the  English  Classics 
(Macmillan) . 

*Palmer’s  Self-Cultivation  in  English  (Houghton,  Mifflin  & Co.). 

Scott  and  Denney’s  Composition-Literature  (Allyn  & Bacon). 
Whitcomb’s  The  Study  of  a Novel  (Heath). 

Woodward’s  English  in  the  Schools  (Heath). 

GEOGRAPHY. 

Brigham’s  Geographic  Influences  in  American  History  ( Ginn  & Co. ) . 
Carpenter’s  Geographical  Readers  (American  Book  Co.). 

Guyot’s  The  Earth  and  Man  (American  Book  Co.). 

* Hodge’s  Nature  Study  and  Life  (Ginn). 

*Parker’s  How  to  Study  Geography  (Appleton). 

*Redway’s  Teacher’s  Manual  of  Geography  (Heath). 

*Redway’s  New  Basis  of  Geography  (Macmillan). 

Sutherland’s  The  Teaching  of  Geography  (Scott,  Foresman  & Co.). 

HISTORY  AND  CIVICS. 

Barnes’s  Studies  in  Historical  Method  (Heath). 

*Bourne’s  The  Teaching  of  History  and  Civics  (Longmans). 

Elson’s  History  of  the  United  States — One  Vol.  Ed. — (Macmillan). 
*Hart’s  Source  Book  of  American  History  (Macmillan). 

James  and  Sanford’s  Government  in  State  and  Nation  (Scribner). 
*Mace’s  Method  in  History  (Ginn  & Co.). 

*Report  of  the  Committee  of  Seven:  History  in  Schools  (Macmillan). 
FOREIGN  LANGUAGE. 

*Bennett  and  Bristol’s  The  Teaching  of  Greek  and  Latin  (Longmans). 
*Report  of  the  Committee  of  Twelve:  Modern  Languages  (Heath). 


75 


MATHEMATICS. 

Heath’s  Mathematical  Monographs  (Heath). 

*Smith’s  The  Teaching  of  Elementary  Mathematics  (Macmillan). 

MISCELLANEOUS. 

Bailey’s  The  Nature  Study  Idea  (Doubleday,  Page  & Co.). 

*Barry’s  The  Hygiene  of  the  School  Room  (Silver). 

Black’s  The  Practice  of  Self-Culture  (Macmillan). 

*Butler’s  The  Meaning  of  Education  (Macmillan). 

Clarke’s  Self-Culture  (J.  K.  Osgood  & Co.). 

^Davenport’s  Education  for  Efficiency  ( Heath ) . 

Dutton’s  Social  Phases  of  Education  in  the  School  and  the  Home  (Mac- 
millan). 

Emerson’s  Education  (Houghton,  Mifflin  & Co.). 

*Hanus’s  A Modern  School  (Macmillan). 

Harris’s  Moral  Education  in  the  Public  Schools  (Steiger,  N.  Y. ). 
Hughes’s  Dickens  as  an  Educator  ( Appleton ) . 

Hoyt’s  The  World’s  Painters  and  their  Pictures  ( Ginn  & Co. ) . 

* James’s  Talks  on  Psychology  and  Life’s  Ideals  (Holt). 

*Kern’s  Among  Country  Schools  (Ginn  & Co.). 

King’s  School  Interests  and  Duties  (American  Book  Co.). 

Larned’s  A Primer  of  Right  and  Wrong  (Houghton,  Mifflin  & Co.) . 
Palmer’s  The  Ideal  Teacher  (Houghton,  Mifflin  & Co.). 

*Raper’s  Wealth  and  Welfare  (Macmillan). 

* Report  of  the  Committee  of  Ten  (American  Book  Co.). 

*Wilson’s  Pedagogues  and  Parents  (Holt). 

Winship’s  Horace  Mann,  Educator  (New  England  Pub.  Co.). 

Wray’s  Jean  Mitchell’s  School  (Public  School  Pub.  Co.). 


BOOKS  FOR  THE  HIGH  SCHOOL  LIBRARY 


GENERAL  LITERATURE. 

Aldrich — Marjorie  Daw. 

Story  of  a Bad  Boy. 

Arnold — Sohrab  and  Rustum. 

Bacon — Essays. 

Baldwin — The  Story  of  the  Golden  Age  ( Scribner ) . 
The  Story  of  Siegfried  (Scribner). 

The  Story  of  Roland  ( Scribner ) . 

Bellamy — Looking  Backward. 

Blackmore — Lorna  Doone. 

Bulfinch — The  Age  of  Fable. 

The  Age  of  Chivalry. 

Legends  of  Charlemagne. 

Sullen — The  Cruise  of  the  Cachelot. 

Bulwer  ( Lord  Lytton) — Last  Days  of  Pompeii. 

Harold. 

Last  of  the  Barons. 
Bunyan — Pilgrim’s  Progress. 

Burns — Poems. 

Burroughs — Sharp  Eyes  and  Other  Essays. 

Bryant — Poems. 

Bryce — The  American  Commonwealth. 

The  Holy  Roman  Empire. 

Byron — Childe  Harold. 

Carlyle — The  French  Revolution. 

Heroes  and  Hero  Worship. 

Cervantes — Don  Quixote. 

Churchill — Richard  Carvel. 

The  Crossing. 

The  Crisis. 

Cooper — The  Pilot. 

The  Spy. 

The  Deerslayer. 

The  Last  of  the  Mohicans. 

Creasy — Fifteen  Decisive  Battles. 

Dana — Two  Years  Before  the  Mast. 

Dante — The  Divine  Comedy. 

De  Foe — Robinson  Crusoe. 

History  of  the  Plague. 

De  Quincey — Joan  of  Arc. 

The  English  Mail  Coach. 

Confessions  of  an  Opium  Eater. 


See  suggestion  as  to  the  care  of  the  Library  on  page  19. 


77 


Dickens — Pickwick  Papers. 

Old  Curiosity  Shop. 

David  Copperfield. 

Christmas  Stories. 

A Tale  of  Two  Cities. 

Dodge — Hans  Brinker. 

Doyle — The  White  Company. 

Drummond — Natural  Law  in  the  Spiritual  World. 
Dumas — The  Count  of  Monte  Cristo. 

Eliot — The  Mill  on  the  Floss. 

Silas  Marner. 

Adam  Bede. 

Emerson — Poems. 

Essays. 

Nature  Addresses  and  Lectures. 
Bepresentative  Men. 

Erckman-Chatrian — The  Conscript. 

FisJce — Old  Virginia  and  Her  Neighbors. 

Myths  and  Mythmakers. 

The  War  of  Independence. 

Franklin — Autobiography. 

Gaskell — Cranford. 

Green — A Short  History  of  the  English  People. 

Hale — A Man  Without  a Country. 

Harris — Nights  With  Uncle  Remus. 

Told  By  Uncle  Remus. 

Hawthorne — The  Scarlet  Letter. 

Twice-Told  Tales. 

Tanglewood  Tales. 

The  House  of  the  Seven  Gables. 

Holmes — Poems. 

The  Autocrat  of  the  Breakfast  Table. 

Homer — The  Odyssey. 

The  Iliad. 

Hughes — Tom  Brown  at  Rugby. 

Hugo — Les  Miserables. 

Ninety-Three. 

Irving — The  Sketch  Book. 

Tales  of  a Traveler. 

The  Alhambra. 

The  Life  of  Goldsmith. 

Keyser — News  from  the  Birds. 

Kingsley — Greek  Heroes. 

Westward  Ho! 

Kipling — Captains  Courageous. 

Poems. 

Laing — Masterpieces  of  Latin  Literature  (Houghton). 


78 


Lamb — Essays  of  Elia. 

Tales  from  Shakespeare. 

Lanier — Poems. 

Lee,  R.  E. — Life. 

London — The  Call  of  the  Wild. 

Longfellow — Poems. 

Evangeline. 

The  Song  of  Hiawatha. 

The  Courtship  of  Miles  Standish. 

Tales  of  a Wayside  Inn. 

Lowell — Poems. 

The  Vision  of  Sir  Launfal. 

Mabie — The  Life  of  the  Spirit. 

My  Study  Fire  (First  and  Second  Series). 

Books  and  Culture. 

Parables  of  Life. 

Macaulay — Literary  Essays. 

Lays  of  Ancient  Rome. 

McCarthy — A Short  History  of  Our  Own  Times. 

Milton — Paradise  Lost. 

Mims — Sidney  Lanier  (Scribner). 

Mims  and  Payne — Southern  Prose  and  Poetry. 

Mitchell,  D.  G. — Dream  Life. 

Reveries  of  a Bachelor. 

Mitchell,  S.  W. — Hugh  Wynne. 

Munger — On  the  Threshold. 

Page — In  Ole  Virginia. 

Two  Little  Confederates. 

Parkman — The  Oregon  Trail. 

Plutarch — Lives  of  Illustrious  Men. 

Poe — Poems. 

Prose  Tales. 

Porter — Scottish  Chiefs. 

Thaddeus  of  Warsaw. 

Prescott — The  Conquest  of  Mexico. 

The  Conquest  of  Peru. 

Ruskin — The  Crown  of  Wild  Olive. 

Sesame  and  Lilies. 

King  of  the  Golden  River. 

The  Queen  of  the  Air. 

Scott — The  Lady  of  the  Lake. 

Quentin  Durward. 

Kenilworth. 

Ivanhoe. 

Tales  of  a Grandfather. 

Scudder — Masterpieces  of  American  Literature  (Houghton). 
Masterpieces  of  British  Literature  (Houghton). 


79 


Seton-Thompson — Wild  Animals  I Have  Known. 

Lives  of  the  Hunted. 

Serviss — The  Moon. 

Seven  British  Classics  (American  Book  Co.). 

Smiles — Character. 

Self-Help. 

Smith — Training  for  Citizenship  (Longmans). 

Spencer — Data  of  Ethics. 

Education. 

Stevenson — Treasure  Island. 

Kidnapped. 

The  Dark  Arrow. 

Dr.  Jekyl  and  Mr.  Hyde. 

The  Master  of  Ballantrae. 

Sue — The  Wandering  Jew. 

Swift — Gulliver’s  Travels. 

Tennyson — Poems. 

The  Princess. 

Morte  d’ Arthur. 

Enoch  Arden. 

Thackeray — Henry  Esmond. 

The  Virginians. 

Timrod — Poems. 

Thoreau — W alden. 

Trent — Southern  Writers  (Macmillan). 

Twain,  Mark — Tom  Sawyer. 

Huckleberry  Finn. 

Van  Dyke — Blue  Flower. 

Little  Rivers. 

Vergil — The  iEneid. 

Wallace — Ben  Hur. 

Wagner — The  Simple  Life. 

Whittier — Poems. 

Snowbound. 

Songs  of  Labor. 

Wilson — The  Story  of  the  Cid  (Lothrop). 

Wiggin,  K.  D. — Rebecca  of  Sunnybrook  Farm. 

Wright — Seaside  and  Wayside,  Bk.  4 (Heath). 

Wright,  J . H. — Masterpieces  of  Greek  Literature  ( Houghton ) . 


Principals  should  endeavor  to  add  to  the  high  school  library  as  many 
as  possible  of  the  foregoing  list  of  books.  They  should  also  try  to 
secure  for  every  school  an  unabridged  dictionary,  a good  encyclopedia, 
and  other  works  of  reference.  • 


RULES  AND  REGULATIONS 


These  rules  and  regulations  were  adopted  by  the  State  Board 
of  Education  for  the  establishment  and  operation  of  public  high 

SCHOOLS,  AND  FOR  THE  DISTRIBUTION  OF  THE  STATE  APPROPRIATION  FOR 
THE  MAINTENANCE  OF  SUCH  SCHOOLS,  APRIL  17,  1907. 

LOCATION  OF  SCHOOLS. 

1.  Application  for  a public  high  school  must  be  made  to  the  County 
Board  of  Education,  through  the  County  Superintendent.  The  school  or 
schools  must  be  located  by  the  County  Board  of  Education,  after  due 
consideration  of  the  desirability,  convenience,  and  accessibility  of  the 
location  to  those  entitled  to  the  benefits  of  the  school,  and  of  the  finan- 
cial inducements  offered  by  competing  places. 

2.  The  County  Superintendent  shall  notify  the  State  Superintendent 
of  Public  Instruction  of  the  application,  and  later  of  the  location 
selected  by  the  county  board  for  the  schools;  and  the  State  Superintend- 
ent shall  cause  the  same  to  be  inspected,  if  he  deems  it  necessary,  as 
directed  in  section  4 of  the  act,  and  submit  the  report  of  the  inspector  to 
the  State  Board  of  Education  for  approval  of  the  school  and  location. 

3.  No  public  high  school  shall  be  established  in  a town  of  more  than 
twelve  hundred  inhabitants,  nor  in  connection  with  any  school  that  has 
less  than  three  teachers,  including  one  high  school  teacher.  In  every 
such  school  at  least  five  months  instruction  in  all  branches  of  study 
required  to  be  taught  in  the  public  schools  shall  first  be  provided. 

COURSE  OF  STUDY  AND  CLASSIFICATION  OF  SCHOOLS. 

1.  The  course  of  study  shall  be  that  prescribed  by  the  State  Superin- 
tendent of  Public  Instruction.  It  will  be  issued  in  pamphlet  form  for 
distribution. 

2.  The  public  high  schools  shall  be  divided  into  two  classes: 

a.  Those  receiving  from  all  sources  for  high  school  instruction  not 
less  than  $1,000  shall  be  First  Grade  High  Schools. 

b.  Those  receiving  from  all  sources  for  high  school  instruction  not 
less  than  $500  and  not  more  than  $1,000  shall  be  Second  Grade  High 
Schools. 

3.  First  Grade  High  Schools  must  provide  not  less  than  two  years 
nor  more  than  four  years  of  the  prescribed  high  school  course  of  study, 
and  must  maintain  an  average  daily  attendance  of  not  less  than  twenty 
pupils. 

4.  Second  Grade  High  Schools  must  provide  not  less  than  one  year  nor 
more  than  two  years  of  the  prescribed  course  of  study,  and  must  main- 
tain an  average  daily  attendance  of  not  less  than  ten  pupils.  Upon 


81 


recommendation  of  the  County  Superintendent  and  the  High  School 
Inspector,  such  schools  may  by  permission  of  the  State  Superintendent 
of  Public  Instruction  extend  their  course  of  study  to  three  years. 

5.  The  term  of  every  public  high  school  receiving  aid  under  this  act 
must  be  not  less  than  twenty-eight  weeks. 

THOSE  ENTITLED  TO  THE  BENEFITS  OF  THE  PUBLIC 
HIGH  SCHOOLS. 

1.  Every  First  Grade  High  School  shall  be  open,  without  tuition,  to 
all  children  and  all  public  school  teachers  of  the  county  of  sufficient 
preparation  to  enter. 

2.  If  there  be  but  one  public  high  school  established  in  a county, 
whether  it  be  first  grade  or  second  grade,  upon  order  of  the  County 
Board  of  Education  it  shall  be  open,  without  tuition,  to  all  children 
and  public  school  teachers  of  the  township  or  county  of  sufficient 
preparation  to  enter. 

3.  If  there  be  more  than  one  First  Grade  or  Second  Grade  High 
School  in  a county,  the  territory  to  each  may  be  limited  and  assigned 
by  the  County  Board  of  Education. 

EEQUIKEMENTS  FOR  ADMISSION. 

Pupils  who  have  satisfactorily  completed  the  course  of  study  pre- 
scribed for  the  first  seven  grades  or  years  in  the  elementary  public 
schools,  or  an  equivalent  course  of  study,  may  be  admitted  to  any 
public  high  school  upon  certificates  signed  by  their  teachers  and 
countersigned  by  the  County  Superintendent,  or  upon  prescribed  exami- 
nation on  those  subjects,  according  to  the  discretion  of  the  principal 
of  the  high  school. 

APPORTIONMENT  OF  THE  STATE  HIGH  SCHOOL  FUND. 

1.  On  August  1,  1907,  the  first  apportionment  of  the  State  high  school 
fund  will  be  made  as  follows: 

Counties  having  one  member  of  the  House  of  Representatives  will  be 
entitled  to  receive  not  more  than  $500  for  the  establishment  of  one 
or  two  schools;  counties  having  two  members,  not  more  than  $750  for 
the  establishment  of  two  or  three  schools;  counties  having  three  mem- 
bers, not  more  than  $1,000  for  the  establishment  of  two,  three  or  four 
schools.  If  on  that  date  the  applications  on  file  exceed  the  appropria- 
tion, they  shall  be  scaled  in  proportion  to  the  representation  of  each 
county  in  the  House  of  Representatives.  In  the  apportionment  the 
establishment  of  First  Grade  High  Schools  will  be  encouraged.  Every 
county  ought  to  have  at  least  one  First  Grade  school. 

2.  After  August  1,  1907,  the  balance  of  the  State  high  school  fund 
will  be  available  to  such  counties  as  shall  legally  apply  for  it  before 


> 


4 


82 


November  15,  1907.  Application  from  counties  not  having  previously 
received  any  part  of  the  appropriation  will  be  given  preference;  and  if 
any  balance  then  remains,  it  will  be  apportioned  among  the  other  coun- 
ties having  on  file  applications,  as  nearly  as  may  be  in  proportion  to  the 
representation  of  each  county  in  the  House  of  Representatives. 

FUNDS  TO  BE  PROVIDED  BY  COUNTY,  TOWNSHIP, 

OR  DISTRICT. 

1.  The  township  or  school  district  must  provide  for  each  public  high 
school  established  therein  an  amount  at  least  equal  to  that  contributed 
by  the  State,  in  no  case  less  than  $250. 

2.  In  counties  receiving  aid  from  the  second  hundred  thousand 
dollars  for  a four  months  school  term,  no  part  of  the  county  school  fund 
shall  be  used  for  the  establishment  of  any  public  high  school.  In  such 
counties,  the  local  funds  for  these  high  schools  must  be  raised  by  private 
subscription  or  by  special  taxation  in  the  township  or  school  district, 
as  provided  in  sections  4113,  4114,  or  4115,  of  the  Public  School  Law. 

3.  In  other  counties,  the  township  or  school  district  in  which  the 
high  school  is  located  shall  raise  annually  by  special  taxation,  or  by 
private  subscription,  at  least  as  much  as  the  amount  received  from  the 
State  for  high  school  instruction;  and  the  County  Board  of  Education 
shall  appropriate  from  the  county  fund  a sum  equal  to  that  raised  by 
the  township  or  district,  not  to  exceed  $500. 

4.  All  funds  thus  provided  must  be  used  exclusively  for  high  school 
instruction  and  paid  out  separately  for  that  purpose  as  directed  by  law. 

CONTRACTS  FOR  HIGH  SCHOOL  INSTRUCTION  IN  PUBLIC 
OR  GRADED  SCHOOLS. 

1.  Part  of  the  funds  available  for  high  school  instruction  in  any 
county  may,  in  the  discretion  of  the  County  Board  of  Education,  be 
used,  as  directed  in  section  9 of  the  law,  by  contract  with  the  committee 
or  trustees  of  any  public  or  graded  school  wherein  high  school  branches 
are  already  taught.  Such  contracts  must  provide  for  the  admission  to 
such  schools  of  students  and  public  school  teachers  of  the  township  or 
county  in  the  high  school  grades  and  for  the  payment  of  tuition  of 
such  who  attend  from  outside  the  limits  of  such  school  district,  at  a 
rate  of  tuition  not  to  exceed  $2  per  school  month  for  each  pupil.  Under 
section  6 of  the  law  contracts  can  be  made  with  the  trustees  or  com- 
mittee of  one  existing  public  high  school  of  the  county  to  admit  to  the 
high  school  grades  thereof  all  public  school  teachers  and  children  of 
the  county  at  such  rate  of  tuition  for  each  as  may  be  agreed  upon. 

Only  one-half  of  such  tuition,  however,  can  be  paid  out  of  the  State 
appropriation,  and  the  maximum  available  for  this  purpose  to  any 
county  shall  not  exceed  the  maximum  amount  heretofore  fixed  for  the 
counties  in  the  apportionment  of  the  State  fund.  In  counties  receiving 

y 


83 


aid  from  the  second  hundred  thousand  dollars,  the  other  half  of  such 
tuition  shall  be  provided  by  district  or  township  taxation,  or  by  private 
donation;  and  in  other  counties  at  least  one-half  of  this  amount  must 
be  provided  by  township  or  district  taxation,  or  private  donation,  and 
the  other  half  may  be  provided  out  of  the  general  school  fund.  Such 
contracts  may  be  made  with  graded  schools  in  towns  of  more  than 
twelve  hundred  inhabitants,  as  well  as  smaller  towns.  Such  contracts 
may  include  free  tuition  for  all  children  and  public  school  teachers 
of  the  entire  county,  or  may  be  limited  to  one  or  more  townships  of  the 
county.  If,  however,  all  the  money  available  for  high  school  instruc- 
tion is  used  in  connection  with  one  such  school,  then  the  high  school 
grades  of  that  school  must  be  open,  without  tuition,  to  all  children  and 
teachers  of  the  entire  county. 

2.  The  high  school  course  of  study  in  such  schools  must  either  con- 
form to  the  prescribed  course  or  must  be  approved  by  the  State  Super- 
intendent of  Public  Instruction. 

INSPECTION. 

All  public  high  schools  aided  under  this  act  shall  be  subject  to  such 
inspection  as  may  be  directed  by  the  State  Superintendent  of  Public 
Instruction,  and  shall  make  such  reports  as  shall  be  required  by  him. 


PUBLIC  HIGH  SCHOOL  LAW 


AN  ACT  TO  STIMULATE  HIGH  SCHOOL  INSTRUCTION  IN  THE 
PUBLIC  SCHOOLS  OF  THE  STATE,  AND  TEACHER  TRAINING. 

The  General  Assembly  of  North  Carolina  do  enact: 

HIGH  SCHOOLS  MAY  BE  MAINTAINED  NOT  LESS  THAN  FIVE 
MONTHS  ANNUALLY. 

Section  1.  With  the  consent  of  the  State  Board  of  Education,  the 
County  Board  of  Education  in  any  county  may,  in  its  discretion,  estab- 
lish and  maintain,  for  a term  of  not  less  than  five  school  months  in  each 
school  year,  one  or  more  public  high  schools  for  the  county  at  such 
place  or  places  as  shall  be  most  convenient  for  the  pupils  entitled  to 
attend  and  most  conducive  to  the  purposes  of  said  school  or  schools. 

HIGH  SCHOOL  COMMITTEE  TO  CONSIST  OF  THREE  PERSONS. 

Sec.  2.  For  each  public  high  school  established  under  this  act  a 
committee  of  three  persons  shall  be  appointed  by  the  County  Board  of 

Education,  who  shall  be  known  as  the  School  Committee  of 

Public  High  School  of County.  The  powers,  duties  and 

qualifications  of  said  committeemen  shall  be  similar  to  those  of  other 
public  school  committeemen.  They  shall  be  appointed  as  follows:  one 
for  a term  of  two  years,  one  for  a term  of  four  years,  and  one  for  a 
term  of  six  years;  and  at  the  expiration  of  the  term  of  any  committee- 
man his  successor  shall  be  appointed  for  a term  of  six  years:  Provided, 
that  in  case  of  death  or  resignation  of  any  committeeman,  his  successor 
shall  be  appointed  for  the  unexpired  term  only.  Within  two  weeks 
after  appointment  the  committee  shall  meet  and  elect  a chairman  and 
a secretary  and  enter  upon  the  performance  of  its  duties. 

RULES,  REGULATIONS,  AND  COURSE  OF  STUDY. 

Sec.  3.  All  public  high  schools  established  and  maintained  under 
the  provisions  of  this  act  shall  be  operated  by  the  County  Board  of 
Education  under  such  general  rules  and  regulations  as  may  be  pre- 
scribed by  the  State  Board  of  Education.  The  courses  of  study  for 
such  high  schools  and  the  requirements  for  admission  to  them  shall  be 
prescribed  by  the  State  Superintendent  of  Public  Instruction. 

INSPECTION,  CERTIFICATES,  AND  MINIMUM  SALARY  OF  TEACHERS. 

Sec.  4.  It  shall  be  the  duty  of  the  County  Board  of  Education  to 
locate  all  high  schools  established  under  this  act,  to  furnish  the  State 


85 


Superintendent  of  Public  Instruction  with  such  information  relative  to 
said  schools  as  he  may  require  and  to  make  such  local  rules  and  regula- 
tions for  the  conduct  of  said  schools  as  may  be  necessary:  Provided , 
that  before  any  State  funds  shall  be  appropriated  for  the  support  of 
any  public  high  school,  the  State  Superintendent  of  Public  Instruction 
shall  cause  the  same  to  be  inspected  by  some  competent  person  to  see 
that  suitable  arrangements  have  been  made  for  giving  high  school 
instruction  and  to  enable  said  school  to  conform  to  all  the  require- 
ments of  this  act  and  to  the  rules  and  regulations  of  the  State  Board 
of  Education:  Provided  further,  that  no  one  shall  teach  in  any  public 
high  school  that  receives  State  funds  under  this  act  who  does  not  hold 
a high  school  teacher’s  certificate  from  the  State  Superintendent  of 
Public  Instruction,  who  shall  have  power  to  prescribe  a standard  of 
scholarship  and  examination  for  same:  Provided  further,  that  no  one 
shall  be  employed  as  teacher  in  such  high  school  without  the  approval 
and  recommendation  of  the  County  Superintendent.  The  minimum 
salary  of  any  public  high  school  teacher  holding  such  certificate  and 
employed  as  high  school  teacher  in  such  high  school  shall  be  forty 
dollars  per  school  month. 

HIGH  SCHOOLS  AIDED  MUST  HAVE  THREE  TEACHERS. 

Sec.  5.  Before  any  high  school  shall  be  established  under  the  pro- 
visions of  this  act,  the  committee  or  committees  establishing  such  school 
shall  first  provide  for  thorough  instruction,  for  at  least  five  months  in 
each  school  year,  in  all  branches  of  study  required  to  be  taught  in  the 
public  schools  of  the  State;  and  no  school  shall  be  entitled  to  the  benefit 
of  this  act  in  which  less  than  three  teachers  are  employed. 

[ Each  school  must  have  at  least  two  teachers  in  addition  to  the  high 
school  teacher.'] 

ARRANGEMENT  FOR  FREE  TUITION  IN  HIGH  SCHOOLS 
ALREADY  ESTABLISHED. 

Sec.  6.  The  County  Board  of  Education  of  any  county  may  enter 
into  an  agreement  with  the  board  of  trustees,  or  the  committee  of  one 
public  high  school  of  the  county,  to  permit  all  children  of  said  county 
of  school  age  who  are  prepared  to  enter  such  high  school,  and  all  public 
school  teachers  of  said  county  desiring  high  school  instruction,  to  attend 
such  school  free,  the  rate  of  tuition  for  each  pupil  in  each  high  school 
grade  to  be  fixed  by  agreement  with  said  County  Board  of  Education, 
and  paid  as  follows:  one-half  out  of  the  fund  set  aside  by  the  County 
Board  of  Education  from  the  county  school  fund  for  that  purpose,  and 
one-half  out  of  the  special  State  appropriation  hereinafter  provided, 
under  such  rules  as  the  State  Board  of  Education  may  prescribe: 
Provided,  that  the  sum  apportioned  by  the  County  Board  of  Education 
for  this  purpose  shall  not  exceed  five  hundred  dollars  and  the  sum 


I 


86 


apportioned  by  the  State  Board  of  Education  for  the  same  purpose 
shall  not  exceed  that  apportioned  by  the  County  Board  of  Education: 
Provided  further,  that  the  course  of  study  in  such  high  school  shall  be 
approved  by  the  State  Superintendent  of  Public  Instruction. 

CONDITIONS  OF  STATE  AID. 

Sec.  7.  The  County  Superintendent  of  schools  in  any  county  in 
which  said  public  high  school  or  high  schools,  shall  be  established  shall 
give  due  notice  of  the  same  to  the  State  Board  of  Education  before  any 
State  funds  shall  be  appropriated  for  the  support  of  said  school  or 
schools.  And  when  the  County  Treasurer  of  any  county  shall  certify 
to  the  State  Superintendent  of  Public  Instruction  that  as  much  as  two 
hundred  and  fifty  dollars  have  been  placed  to  the  credit  of  any  public 
high  school  established  and  inspected  as  provided  for  in  this  act,  there- 
upon a State  warrant  shall  be  issued  upon  requisition  of  the  State 
Superintendent  of  Public  Instruction  for  two  hundred  and  fifty  dollars 
and  sent  to  the  Treasurer  of  the  county  in  which  such  high  school  is 
located,  to  be  placed  to  the  credit  of  said  high  school,  and  paid  out 
exclusively  for  the  support  of  said  high  school  on  the  warrant  of  the 
high  school  committee,  approved  by  the  County  Superintendent  of 
Schools.  The  Treasurer  of  each  county  in  which  such  public  high  school 
or  schools  shall  be  established  shall  keep  a separate  account  of  the 
public  high  school  fund,  and  at  the  end  of  each  school  year  he  shall 
make  to  the  State  Superintendent  of  Public  Instruction  and  to  the 
County  Board  of  Education  a report  of  all  receipts  and  disbursements 
of  said  fund. 

MAXIMUM  STATE  AID  $500,  AND  NUMBER  OF  SCHOOLS  AIDED  IN  ONE 
COUNTY  LIMITED  TO  FOUR. 

Sec.  8.  If  a larger  amount  than  two  hundred  and  fifty  dollars  be 
provided  by  taxation,  or  by  private  donation,  or  by  local  appropriation, 
or  otherwise,  for  the  support  of  any  public  high  school  established  and 
maintained  under  the  provisions  of  this  act,  then  the  State  shall  con- 
tribute a like  amount:  Provided , that  the  State  shall  not  contribute 
more  than  five  hundred  dollars  in  any  one  school  year  for  the  support 
of  any  one  high  school : Provided  further,  that  not  more  than  four 
public  high  schools  in  any  one  county  shall  be  entitled  under  the  pro- 
visions of  this  act  to  receive  State  funds. 

NO  SCHOOLS  AIDED  IN  TOWNS  OF  MORE  THAN  TWELVE  HUNDRED. 

Sec.  9.  High  schools  may  not  be  established  under  this  act  in  towns 
of  more  than  twelve  hundred  inhabitants.  Contracts,  however,  may  be 
made  between  the  County  Board  of  Education  and  the  committee  or 
trustees  of  any  public  or  graded  school  wherein  high  school  branches 


87 


are  taught.  Such  contract  shall  provide  for  the  admission  to  such 
school  of  students  in  high  school  grades,  and  of  public  school  teachers 
of  any  township,  townships,  or  of  the  county,  and  for  the  payment  of 
tuition  by  the  County  Board  of  Education  for  teachers  and  children 
so  attending  from  outside  the  limits  of  said  school  district,  and  the 
tuition  in  no  case  to  exceed  two  dollars  per  month.  Upon  the  making 
and  approval  of  such  contract  and  the  deposit  with  the  County  Treas- 
urer of  an  amount  sufficient  to  pay  one-half  of  the  amount  estimated 
to  be  necessary  for  such  purpose,  either  by  direct  appropriation  by  the 
County  Board  of  Education  from  a fund  set  aside  for  that  purpose  or 
by  private  donation,  then  upon  proper  certification  of  such  facts,  a 
State  warrant  shall  be  issued  for  an  equal  amount  payable  to  the 
County  Treasurer  upon  requisition  of  the  State  Superintendent  of 
Public  Instruction:  Provided,  that  no  aid  may  be  given  by  the  State 
in  cases  where  under  the  contract  less  than  one  hundred  dollars  is 
needed  to  pay  the  tuition,  and  that  the  State  may  not  in  any  case  be 
called  on  for  more  than  five  hundred  dollars:  Provided,  further,  that 
the  course  of  study  of  such  school  shall  be  submitted  to  the  State  Super- 
intendent of  Public  Instruction  and  approved  by  him. 

SUM  OF  FIFTY  THOUSAND  DOLLARS  ANNUALLY  APPROPRIATED. 

Sec.  10.  The  sum  of  fifty  thousand  dollars,  or  so  much  thereof  as 
may  be  necessary,  is  hereby  annually  appropriated  for  the  purposes  of 
high  school  instruction  and  teacher  training  provided  for  in  this  act. 
The  State  Board  of  Education  shall  have  the  power  to  fix  such  rules 
and  regulations  in  accordance  with  the  provisions  of  this  act  as  may  be 
necessary  for  the  proper  distribution  of  this  fund. 

Sec.  11.  That  this  act  shall  be  in  force  from  and  after  its  ratification. 

In  the  General  Assembly  read  three  times,  and  ratified  this  the  8th 
day  of  March,  A.  D.  1907. 


Edwards  & Broughton 
Printing  Company 
State  Printers 


Raleigh 


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